Session Information
09 SES 09 A, Findings from International Comparative Achievement Studies. Session 5: Relationships in Reading Performance (Part 2)
Symposium, continues from 09 Ses 05 A and continues in 09 Ses 10 A
Contribution
The paper presents the results of secondary analyses of national data in reading from Danish students in PISA 2009. The purpose of the analyses was to explore the amount of variance in 15-year old students’ reading scores explained by the students’ basic reading skills, and to further examine the amount of variance explained by i.e. reading engagement and awareness of strategies when controlling for the students’ basic skills. Not much research has been done in Denmark to examine the basic reading skills of older students and the importance of such skills for the development of functional reading skills in older students. To address this, we included two national tests of orthographic coding and vocabulary knowledge in the PISA 2009 study. The paper presents data from logistic regression analyses using the students’ reading score as a dependant variable and orthographic coding, vocabulary knowledge, reading engagement, and students’ awareness of strategies for understanding and summarizing text as independent variables. We expect basic skills to explain unique variance in the PISA reading score of poor readers even after controlling for reading related variables such as reading engagement and meta-cognitive strategy awareness.
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