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Dimokritos Kavadias - One of the best experts on this subject based on the ideXlab platform.
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The relationship between parental Literacy involvement, socio-economic status and Reading Literacy
Educational Review, 2016Co-Authors: Kenneth Hemmerechts, Orhan Agirdag, Dimokritos KavadiasAbstract:In this article, we explore the relationship between parental Literacy activities with the child, socio-economic status (SES) and Reading Literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in Literacy activities (before primary school) and an increasing level of Reading Literacy and parental education. Students with a lower SES also have lower Reading Literacy and Reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in Literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in Literacy activities is an adjustment for worse or better Reading Literacy during primary school.
Ludo Verhoeven - One of the best experts on this subject based on the ideXlab platform.
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Role of linguistic and sociocultural diversity in Reading Literacy achievement: A multilevel approach
Journal of Research in Reading, 2014Co-Authors: Andrea Netten, Mienke Droop, Hans Luyten, Ludo VerhoevenAbstract:This study examined how linguistic and sociocultural diversity have an impact on the Reading Literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school Literacy environment and Reading attitudes explain differences in Reading Literacy achievement. Significant differences between L1 and L2 students were found with regard to Reading Literacy achievement, SES and the home and school Literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in Reading Literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school Literacy environment and Reading attitudes were found to have a significant effect on Reading Literacy achievement.
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Sociocultural and educational factors for Reading Literacy decline in the Netherlands in the past decade
Learning and Individual Differences, 2014Co-Authors: Andrea Netten, Mienke Droop, Marinus Voeten, Ludo VerhoevenAbstract:Abstract This study examined sociocultural and educational factors in explaining the Reading Literacy achievement of fourth-grade children (about 10 years of age) in the Netherlands during the past decade. Using 2001, 2006 and 2011 PIRLS data, a multilevel modeling analysis was conducted to examine levels and changes in Reading Literacy achievement over the years in relation to gender, SES, ethnicity, linguistic background and number of books in the home, and school SES as sociocultural factors, and early Literacy activities and abilities, Reading strategies instruction, time spent on Reading and computer use as educational factors. A significant decline in Reading achievement between 2001 and 2011 was evidenced with more than 80% of the variance being explained at the student level. All factors, except for early Literacy abilities, Reading strategy instruction and time spent on Reading, showed statistically significant effects on Reading Literacy. All these effects applied to both literary and expository text genres, and to higher-order as well as to lower-order Reading comprehension processes with two exceptions: computer use showed only an impact on expository texts and on the lower-order processing condition, and a rural school setting showed no impact on the literary text genre. Interaction effects showed that the decline in Reading Literacy achievement in the Netherlands in the past decade is related to the sociocultural factors of gender and student SES and to the educational factors of early Literacy activities in the home and early Literacy abilities established in the school.
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Predictors of Reading Literacy for first and second language learners
Reading and writing, 2010Co-Authors: Andrea Netten, Mienke Droop, Ludo VerhoevenAbstract:In this study an attempt was made to construct a multi-factor model predicting the development of Reading Literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in Reading Literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning skills, Reading motivation and self confidence as well as their home Reading resources. The results showed that L1 and L2 learners differed in Reading Literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the Reading Literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home Reading resources had an impact on Reading Literacy in L1 learners but not in L2 learners.
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Socio-cultural predictors of Reading Literacy in fourth graders in Lima, Peru
Written Language and Literacy, 2008Co-Authors: Silvia Morales Silva, Ludo Verhoeven, Jan Van LeeuweAbstract:This study investigates socio-cultural cognitive Literacy predictors for Reading Literacy (RL), tested in 314 fourth graders from two different levels of social economic status in Lima, Peru. The following variables were tested as predictors: word decoding, vocabulary, motivation to read, Reading strategies, intellectual maturity, gender, home Literacy climate and social economic status. RL (Reading Literacy) was measured using an adapted version of the PIRLS Reading Literacy test. By using structural equation modelling, a total of 34 percent of the variance in RL could be explained. In addition to word decoding and vocabulary, motivation and social economic status were discovered to be directly predictive of RL. Furthermore, social economic status and home Literacy climate were discovered to be important factors in determining the variation in other predictor variables. Intellectual maturity and gender did not appear to be significant factors contributing to RL level.
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Predictors of Reading Literacy in the Netherlands
2008Co-Authors: Andrea Netten, Ludo Verhoeven, Mienke DroopAbstract:The purpose of this study was to construct a longitudinal model that predicts Reading Literacy at the end of primary school. The data of 822 students who participated on a combined PRIMA and PIRLS 2001 study and PRIMA 2003 study were analyzed. The following student variables were considered for the model predicting Reading Literacy in grade 6: Nonverbal Intelligence, Home Reading Resources, Decoding, Language Comprehension, Mathematics, Reading Motivation, Academic Self-confidence and Reading Literacy in grade 4. The fit of the model was found to be good. The model explained 62% of the variance in Reading Literacy in Grade 6. The three school-learned skills that were entered in the model; Language, Decoding and Mathematics have proven to be important predictors for Reading Literacy. With respect to the two variables measuring attitudes, Reading Motivation and Academic Self-Confidence, it can be concluded that they contributed, either direct or indirect, to the prediction of Reading Literacy in grade 6, although they explained only a small part of the variance.
Kenneth Hemmerechts - One of the best experts on this subject based on the ideXlab platform.
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The relationship between parental Literacy involvement, socio-economic status and Reading Literacy
Educational Review, 2016Co-Authors: Kenneth Hemmerechts, Orhan Agirdag, Dimokritos KavadiasAbstract:In this article, we explore the relationship between parental Literacy activities with the child, socio-economic status (SES) and Reading Literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European regions reveal a positive relation between early parental involvement in Literacy activities (before primary school) and an increasing level of Reading Literacy and parental education. Students with a lower SES also have lower Reading Literacy and Reading attitudes than students with a higher SES. We also find that children with a lower SES experience more late parental involvement in Literacy activities (during the fourth year of formal schooling) than children with a higher SES. We also show that late parental involvement in Literacy activities is an adjustment for worse or better Reading Literacy during primary school.
Yuan-hsuan Lee - One of the best experts on this subject based on the ideXlab platform.
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The indirect effects of online social entertainment and information seeking activities on Reading Literacy
Computers & Education, 2013Co-Authors: Yuan-hsuan LeeAbstract:Research showed distinct effects of different online activities on Reading Literacy or learning outcomes; however, no explanation about this link was provided. The current study investigated the effects of two genres of online Reading activities on Reading Literacy based on knowledge of metacognitive strategies in a mediation analysis. Participants were 87,735 fifteen-year-old students (49.8% girls) across 15 regions in the PISA 2009 dataset. We divided online Reading activities into social entertainment and information-seeking activities and controlled for gender, socioeconomic status, and the availability of Information and Communication Technologies (ICT) at home and at school. The indirect effects of knowledge of metacognitive strategies helped to explain why social entertainment and information-seeking activities would predict Reading Literacy differently. More frequent information-seeking activities predicted better knowledge of metacognitive strategies, which in turn predicted better Reading Literacy, while more frequent social entertainment activities predicted poorer knowledge of metacognitive strategies, which in turn led to poorer Reading Literacy. Suggestions were made to guide students in engaging in more online information-seeking Reading activities, and incorporate instruction of metacognitive strategies for both online and offline Reading, thereby improving students' Reading Literacy in both printed and digital formats. Highlights? The effect of online activities on Reading was mediated by metacognitive strategies. ? Different online activities predicted metacognitive strategies differently. ? Gender and SES had differential effects on metacognitive strategies and Reading Literacy. ? Engaging in info-seeking activities and fostering metastrategies enhanced Reading.
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The effect of individual differences in the inner and outer states of ICT on engagement in online Reading activities and PISA 2009 Reading Literacy: Exploring the relationship between the old and new Reading Literacy
Learning and Individual Differences, 2012Co-Authors: Yuan-hsuan LeeAbstract:article i nfo With the prevalence of ICT, the concept of Reading Literacy has evolved to encompass both online Reading and printed texts. This study clarifies the relationship between Reading printed texts and online electronic texts from the perspective of individual differences in the inner and outer phases of ICT in a partial mediation model. We used the PISA 2009 data with 297,295 fifteen-year-old students (49.6% males) across 42 regions. The inner state of ICT represents students' attitude toward computers and confidence in high-level ICT tasks, whereas the outer state of ICT represents students' access to ICT facilities at home or school. The indirect re- sults showed students' Reading Literacy improved with better attitude toward computers, confidence, and ICT availability at home, as long as the effect was mediated through engagement in online Reading activities, even though availability of ICT at home had a direct and negative impact on PISA 2009 Reading Literacy.
Ida Rosmalina - One of the best experts on this subject based on the ideXlab platform.
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Students' Reading Performance as Measured by PISA Reading Literacy Test
2019Co-Authors: Emmelia Tiffany Barus, Machdalena Vianty, Ida RosmalinaAbstract:Abstract: This study investigated students’ Reading Literacy performance based on gender. The sample of this study was 285 tenth graders of three public schools in one of the Districts in Palembang who were selected by using a purposive sampling technique. To collect the data, PISA 2009 Reading Literacy test was distributed to the sample. The data were statistically analyzed. The findings showed that both male and female students’ Reading Literacy were at Level 3 and there were no gender differences in the students’ Reading Literacy performance. Key w ords : tenth graders, gender differences in Reading, PISA Reading Literacy test
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Reading Literacy Performances of State Senior High School Students in Ilir Barat I District as Measured by PISA Reading Literacy Test 2009 in English and Bahasa Indonesia
2019Co-Authors: Chaza Siti Ikhsanza, Machdalena Vianty, Ida RosmalinaAbstract:ABSTRACT This study was aimed to find out the descriptions of students’ PISA Reading Literacy performances in English and Bahasa Indonesia and whether or not there was a significant difference between students’ performance in PISA Literacy Reading test in English and Bahasa Indonesia. The population of this study was state senior high school students in Ilir Barat I district in Palembang and the sample of study was selected by using purposive sampling. PISA Reading Literacy 2009 tests written in Bahasa Indonesia and English were used to collect the data which were analyzed statistically by applying Descriptive Statistics and Independent Sample t-test. The result showed that the avarage scores of students’ PISA Reading Literacy test 2009 in Bahasa Indonesia and English were 39.18 and 24.86, respectively, suggesting they were far below from the standard of National Education in Indonesia (75.00). The result also showed that the students’ PISA Reading Literacy performance in Bahasa Indonesia was categorized in Level 3, and in English was Level 2. The Independent ttest showed that there was a significant difference between students’ performance in PISA Reading Literacy test in English and Bahasa Indonesia.
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PISA Reading Literacy PERFORMANCE OF STATE SENIOR HIGH SCHOOL STUDENTS IN SEBERANG ULU I DISTRICT AND ITS CORRELATION WITH Reading STRATEGY
2018Co-Authors: Rany Puspita, Ida Rosmalina, Soni MirizonAbstract:This study investigated the correlation between students' PISA Reading Literacy performace. and Reading strategy of the tenth grade students in Seberong Ola 1 District there were three schools (SMAN 19 Palembang SIAN N OLAIIRAG4 Palembang and SMAN SUMSEL Palembang) chosen by using purposive sampling. One hundred and seventy eight students were selected as the samples. The data were collected by using two instruments: PISA 2009 Reading Literacy tests and the second is the questionnaire of Reading strategy Descriptive statistic and Pearson Product Moment Coefficient Correlation were used to analyze to collect the data. The results show that PISA Reading Literacy performance was categorized In moderate level. While. the results of Reading strategy questionnaire showed that Reading strategy level of students was high level. Therefore, it is also found that there was a significant correlation between the students PISA Reading Literacy performance and Reading strategy: It is also revealed that the students PISA Reading Literacy performance influenced their Reading strategy.
