Promotion of Reading and Early Literacy Skills in Schools: a comparison of three European countries

Abstract

This article gives a short overview based on the EU High Level Group of Experts on Literacy (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account psychological and institutional learning conditions in three countries (Denmark, Germany, and France) with different outcomes in PIRLS 2011 (Progress in International Reading Literacy Study). Country comparison is conducted using multiple groups – multilevel structural equation modelling (MG‐MSEM). An important finding is that policy action taken in order to evaluate and improve school effectiveness in each country must address particular needs of its educational system. Suggestions for improving reading achievement in schools are derived from the analysis.

Skilled Students and Effective Schools: Reading Achievement in Denmark, Sweden, and France

“…Conversely, Stancel-Piatak, Mirazchiyski, and Desa (2013) found that in three PIRLS participating European countries-Denmark, Germany, and France-a school's emphasis on supporting understanding of a text was not significantly associated with achievement. Importantly, the findings of this study showed that schools' cultural capital was one of the most relevant variables in explaining variation in reading scores.…”

“…The studies by Martin et al (2013) and Stancel-Piatak et al (2013) confirm that early literacy skills in conjunction with other characteristics of effective schools have a positive influence on achievement. Thus, studies that use a school effectiveness framework suggest that early literacy skills positively impact the PIRLS reading score, but have not addressed the contribution of early home literacy practices or, specifically, of parental book reading.…”

“…Research using PIRLS data indicates that a school's emphasis on academic success, its emphasis on reading skills, and adequate resources contribute positively to boosting students' achievement (Martin et al, 2013). Moreover, the studies with PIRLS data that are based on a school effectiveness model also suggest that motivational factors, such as students' enjoyment of reading, are positively related to achievement (Stancel-Piatak et al, 2013). Nonetheless, students' lack of interest in their teachers' choice of reading materials, as measured in PIRLS, has been found to be both negatively and positively associated with their reading score (Martin et al, 2013;Stancel-Piatak et al, 2013).…”

“…Regarding the school environment, the socioeconomic composition of schools has been repeatedly shown to be related to students' achievement and included as a school variable in PIRLS studies (Martin et al, 2013;Stancel-Piatak et al, 2013). In particular, in what regards compositional effects, students' reading attainment is lower in schools with a high percentage of students with few economic resources or with a large percentage of students from economically disadvantaged backgrounds (Cortina, Carlisle, & Zeng, 2008).…”

O Bom Leitor: Preditores da Literacia de Leitura dos Alunos Portugueses no PIRLS 2016

“…Ainda em termos globais, os alunos que frequentavam escolas mais bem equipadas e de estatuto socioeconómico mais elevado (escolas de natureza administrativa privada) obtêm melhores desempenhos (Mullis, Martin, Foy, et al, 2017). Esta observação já tinha sido confirmada na Dinamarca, França e Alemanha na edição de 2011 do PIRLS (Stancel-Piątak, Mirazchiyski, & Desa, 2013). Em Portugal, na edição de 2016 do PIRLS, também se observou esta tendência; contudo, quando os recursos educativos em casa (um indicador do estatuto socioeconómico das famílias) são tidos em consideração, o efeito da natureza administrativa (público/ privado) perde a significância estatística.…”