Session Information
09 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
Results from the PISA 2009 study documented that a fairly large proportion of the 15-year old students in the participating countries had insufficient functional reading skills (below level 2). Efficient functional reading skills are essential to the individual’s possibility of successfully participating in an education and obtaining a job. Thus, it is essential to further examine the causes of insufficient reading skills to be able to recommend effective indsatser . A large amount of research has documented the importance of efficient basic skills such as word decoding and the causal relation between word decoding and vocabulary knowledge and reading difficulties. However, as the major part of these studies addresses the reading skills of younger students much less is known about the development of basic skills in older students.
This paper presents the results of secondary analyses of national data in reading from Danish students in the PISA 2009. The aim of this study was to examine the basic skills of 15-year old students in order to shed further light on possible causes of insufficient functional reading skills in 15-year old students. The PISA 2009 data indicate a strong relationship between the 15-year old students’ reading engagement (enjoyment of reading and time spent on reading in their free time), awareness of effective strategies to understand and hold on to important elements in the texts, and the PISA reading score. In order to further qualify these results, we wanted to examine the amount of variance in 15-year old students’ reading score explained by the reading engagement and awareness of strategies when controlling for their basic skills.
Method
Expected Outcomes
References
Catts, H., M. Fey, X. Zhang and J.B. Tomblin. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361. Cunningham, A.E. and K.E. Stanovich (1998), “Early Reading Acquisition and its Relation to Reading Experience and Ability 10 Years Later”, Developmental Psychology, Vol. 33, No. 6, pp. 934-945. Hoover, W. and P. Gough (1990). The simple view of reading. Reading and Writing:An interdisciplinary Journal, årgang 2, s. 127-160. OECD (2009). PISA 2009 Assessment Framework Key Competencies in Reading, Mathematics, and Science. Perfetti, C. A., Landi, N. & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. I M. Snowling og C. Hulme (Eds). The Science of Reading: A Handbook, s. 227-247. UK: Blackwell Publishing. Petersen, D.K. (2008). Hvad har betydning for elevers læseforståelse? Læserapport 44.
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