Patterns in PIRLS Performance: The Importance of Liking to Read, SES, and the Effect of Test Prep

Authors

  • Elizabeth Ka Yee Loh The University of Hong Kong Rm 624, Meng Wah Complex, The University of Hong Kong, Pokfulam Road Hong Kong, HK 12345 Hong Kong
  • Stephen David Krashen University of Southern California (Emeritus)

Keywords:

SES, reading attitudes, test preparation, access to books, testing

Abstract

Analysis of  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,  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.

 

References

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Published

2015-02-15

How to Cite

Loh, E. K. Y., & Krashen, S. D. (2015). Patterns in PIRLS Performance: The Importance of Liking to Read, SES, and the Effect of Test Prep. Asian Journal of Education and E-Learning, 3(1). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/2249

Issue

Vol. 3 No. 1 (2015): February 2015

Section

Articles

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