Patterns in PIRLS Performance: The Importance of Liking to Read, SES, and the Effect of Test Prep
Keywords:SES, reading attitudes, test preparation, access to books, testing
Analysis ofÂ PIRLS data on liking reading and SES revealed five consistent patterns: (1) "basline": locations with high PIRLS scores, high SES, and a high level of "liking reading" among both children and their parents. (2) "test-prep" locations, with high SES and PIRLS scores, but little interest in reading. Our conjecture is that these students achieved high scores through test-preparation (strategy instruction) and through diligently reading very hard texts. (3) "late-bloomers" with high SES and high PIRLS scores, with parents but not children liking reading,Â In most of these locations, reading instruction starts late. (4) middle SES countries and locations; (5) Lower SES countries and locations, with children liking to read but adults much less. The problem in cases in category (5) is lack of access to reading material.
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