The Effect of Parental Status and Domestic Possessions on Reading Literacy of Indonesian Student

Abstract

The purpose of this paper was to study the effects of parental status and selected home possessions on student reading ability in Indonesian junior secondary schools. Data of the Program for International Student Assessment held in 2015 were used. There were data from 6513 Indonesian students. The causal factors were tested by stepwise regression analysis. Findings revealed that after controlling for language as used at home, home possessions and parental status were still significant. Limitations due to the characteristics of this quantitative approach, the sample could not represent the multicultural characteristics of the country that might be difficult to explain in a more detailed why and how such findings happened.

Education Development Programming: Responsiveness and Adaptability of the Implementation of the Malawi National Reading Programme in Lungwena, Mangochi District

“…In the absence of a case study on a combined investment that has tackled the underpinning theoretical approach in reading programmes together with investments in the complementary factors mentioned above, assessments have stopped at pointing to what factors makes a difference e.g. parent education (Zambrana, K. A., Hart, K. C., Maharaj, A., Cheatham-Johnson, R. J., & Waguespack, A., (2019)), home reading environment (Elsje van Bergen Titia van Zuijen Dorothy Bishop Peter F. de Jong, 2016) and parental status (Kaluge, Kustiani & Indawati, 2019). The granular details on these broader factors would present an opportunity for more focused attention and inclusion in programming reading interventions that are specific to the context, optimizes value for money on itemized factors that are bankable, and compliments traditionally thought process exhibited in the development of reading interventions.…”