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The Influence of Student-Level Factors on Reading Literacy: A Comprehensive Study

Yıl 2023, Cilt: 16 Sayı: 4, 843 - 867, 29.10.2023
https://doi.org/10.30831/akukeg.1299077

Öz

The aim of the present study was to examine the factor affecting reading performance of the students in a broad sense. The sample was comprised of a total of 752076 students who participated in PISA studies from OECD member countries during the years of 2000 (n = 159095), 2009 (n = 298454) and 2018 (n = 294527) in which reading literacy was the major domain of interest. The causal relationships were examined by using a series of multiple linear regressions by using IDB Analyzer software which creates syntaxes that replicate the analysis 80 times for each plausible value and calculate the average values by taking into account the student weights as suggested in the PISA manuals. The results revealed that enjoyment of reading (at 91%, 100%, and 56% of countries in 2000, 2009, and 2018, respectively), and index of economic, social, and cultural status (at 81%, 91%, and 91% of countries in 2000, 2009, and 2018, respectively) were ranked among the most significant variables that predict reading literacy in all three PISA cycles. While metacognition was not included in 2000, it was among the most important variables (at 100% of countries) in 2009 and 2018.

Kaynakça

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  • Artelt, C., Schiefele, U., & Schneider, W. (2001). Predictors of reading literacy. European Journal of Psychology of Education, 16(3), 363-383.
  • Azzolini, D., Schnell, P., & Palmer, J. R. (2012). Educational achievement gaps between immigrant and native students in two "new" immigration countries: Italy and Spain in comparison. The Annals of the American Academy of Political and Social Science, 643(1), 46-77.
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  • Bender, W. N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks, Ca: Corwin Press.
  • Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısını yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Eğitim Bilimleri ve Uygulama, 22(4), 21-35.
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  • Boerma, I. E., Mol, S. E., & Jolles, J. (2017). The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders' reading comprehension. Scientific Studies of Reading, 21(3), 179-193.
  • Brozo, W. G., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315.
  • Cheema, J. R. (2018). Adolescents' enjoyment of reading as a predictor of reading achievement: New evidence from a cross‐country survey. Journal of Research in Reading, 41, 149-162.
  • Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent-child relationship, and learning motivation on reading habit. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297
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  • Eklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early cognitive predictors of PISA Reading in children with and without family risk for dyslexia. Learning and Individual Differences, 64, 94–103.
  • Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44.
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  • Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., & Shaywitz, S. E. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. The Journal of Pediatrics, 167(5), 1121-1125.
  • Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R., Cahen, L. S., & Dishaw, M. M. (1981). Teaching behaviors, academic learning time, and student achievement: An overview. The Journal of Classroom Interaction, 17(1), 2-15.
  • Firat, T. (2019). Effects of the TWA strategy instruction on reading comprehension of students with learning disabilities. Educational Research Quarterly, 43(2), 24-54.
  • Fırat, T. (2020). Öğrenme güçlüğü olan öğrenciler için sınıf yönetimi. In A. Bildiren & B. Akyol (Eds.), Özel eğitimde bütünleştirilmiş sınıf yönetimi (pp. 89–119). Pegem Akademi.
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Yıl 2023, Cilt: 16 Sayı: 4, 843 - 867, 29.10.2023
https://doi.org/10.30831/akukeg.1299077

Öz

Kaynakça

  • Adkins, D., & Brendler, B. M. (2015). Libraries and reading motivation: A review of the Programme for International Student Assessment reading results. IFLA Journal, 41(2), 129-139.
  • Allen, L. A. (2006). Metacognition and reading: Strategies for struggling readers (Master's Thesis). Available from ProQuest Dissertations and Theses database. (UMI No.1440263)
  • Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. İlköğretim Online, 8(2), 283-297.
  • Arikan, S., van de Vijver, F. J., & Yagmur, K. (2017). PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students. Educational Assessment, Evaluation and Accountability, 29(3), 229-246.
  • Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346.
  • Artelt, C., Schiefele, U., & Schneider, W. (2001). Predictors of reading literacy. European Journal of Psychology of Education, 16(3), 363-383.
  • Azzolini, D., Schnell, P., & Palmer, J. R. (2012). Educational achievement gaps between immigrant and native students in two "new" immigration countries: Italy and Spain in comparison. The Annals of the American Academy of Political and Social Science, 643(1), 46-77.
  • Baker, L. (2002). Metacognition in comprehension instruction. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Researchbased best practices (pp. 77–95). New York: Guilford.
  • Bender, W. N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks, Ca: Corwin Press.
  • Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısını yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Eğitim Bilimleri ve Uygulama, 22(4), 21-35.
  • Bloom, B. S. (1974). Time and learning. American Psychologist, 29, 682-688.
  • Boerma, I. E., Mol, S. E., & Jolles, J. (2017). The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders' reading comprehension. Scientific Studies of Reading, 21(3), 179-193.
  • Brozo, W. G., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315.
  • Cheema, J. R. (2018). Adolescents' enjoyment of reading as a predictor of reading achievement: New evidence from a cross‐country survey. Journal of Research in Reading, 41, 149-162.
  • Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent-child relationship, and learning motivation on reading habit. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297
  • Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331-362.
  • Cummins, C., Stewart, M. T., & Block, C. C. (2005). Teaching several metacognitive strategies together increases students' independent metacognition. In S. Isreal, C. Block, K. Bauserman, & K. Kinnucan- Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and Professional development (pp. 227–296). Mahwah: Lawrence Erlbaum Associates.
  • Çoban, Ö. (2020). Relationships between students' socioeconomic status, parental support, students' hindering, teachers' hindering and students' literacy scores: PISA 2018. World Journal of Education, 10(4), 45-59.
  • Eklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early cognitive predictors of PISA Reading in children with and without family risk for dyslexia. Learning and Individual Differences, 64, 94–103.
  • Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44.
  • Erdoğan, E., & Güvendir, M. A. (2019). Uluslararası öğrenci değerlendirme programında öğrencilerin sosyoekonomik özellikleri ile okuma becerileri arasındaki ilişki. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20, 493-523.
  • Ergül, C., Akoğlu, G., Akçamuş, M. Ç. Ö., Demir, E., Tülü, B. K., & Kudret, Z. B. (2020). Longitudinal results on phonological awareness and reading performance of turkish-speaking children by socioeconomic status. Eğitim ve Bilim. 1-20.
  • Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., & Shaywitz, S. E. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. The Journal of Pediatrics, 167(5), 1121-1125.
  • Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R., Cahen, L. S., & Dishaw, M. M. (1981). Teaching behaviors, academic learning time, and student achievement: An overview. The Journal of Classroom Interaction, 17(1), 2-15.
  • Firat, T. (2019). Effects of the TWA strategy instruction on reading comprehension of students with learning disabilities. Educational Research Quarterly, 43(2), 24-54.
  • Fırat, T. (2020). Öğrenme güçlüğü olan öğrenciler için sınıf yönetimi. In A. Bildiren & B. Akyol (Eds.), Özel eğitimde bütünleştirilmiş sınıf yönetimi (pp. 89–119). Pegem Akademi.
  • Fırat, T., & Ergül, C. (2020). 3D strateji öğretiminin öğrenme güçlüğü olan öğrencilerin bilişsel ve üstbilişsel stratejileri kazanmalarına etkisi. Kastamonu Eğitim Dergisi, 28(3), 1390-1406.
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  • Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achievement: A cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586-611.
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  • Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19(3), 228-242.
  • Ozernov‐Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2017). Longitudinal stability of pre‐reading skill profiles of kindergarten children: implications for early screening and theories of reading. Developmental Science, 20(5), e12471.
  • Park, H. (2008). Home literacy environments and children's reading performance: A comparative study of 25 countries. Educational Research and Evaluation, 14(6), 489-505.
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  • Vázquez-Cano, E., la Calle-Cabrera, D., María, A., Hervás-Gómez, C., & López-Meneses, E. (2020). Socio-Family context and its influence on students' PISA reading performance scores: Evidence from three countries in three continents. Educational Sciences: Theory and Practice, 20(2), 50-62.
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  • Zagoto, I. (2020). Academic self-concept on reading comprehension. Journal Education and Development, 8(2), 545-545.
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Tahsin Fırat 0000-0002-3577-7907

İlhan Koyuncu 0000-0002-0009-5279

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 18 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 4

Kaynak Göster

APA Fırat, T., & Koyuncu, İ. (2023). The Influence of Student-Level Factors on Reading Literacy: A Comprehensive Study. Journal of Theoretical Educational Science, 16(4), 843-867. https://doi.org/10.30831/akukeg.1299077