@article{Loh_Krashen_2015, title={Patterns in PIRLS Performance: The Importance of Liking to Read, SES, and the Effect of Test Prep}, volume={3}, url={https://ajouronline.com/index.php/AJEEL/article/view/2249}, abstractNote={<p>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.</p><p> </p>}, number={1}, journal={Asian Journal of Education and e-Learning}, author={Loh, Elizabeth Ka Yee and Krashen, Stephen David}, year={2015}, month={Feb.} }