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 problem leading to this research is the fact that the PIRLS 2006 study showed that Latvia has the 6th largest gender gap in reading literacy scores. The purpose of the study is to analyze the gender effect on reading literacy achievement and its interaction with other significant factors in order to find compensation options for gender gap in reading achievement. In the study data from PIRLS 2006 are processed and methods of hierarchical linear modeling are applied. The results show that reading literacy achievement of Latvian 4th grade students is most connected with their early reading and writing skills at preschool age, gender, attitude towards reading, number of children books at home, and reading activities out of school. If students’ preschool skills, attitudes towards reading, family’s culture capital and engagement in reading activities out of school are controlled for, it is possible to reduce the gender gap with approximately a factor two. The HLM model with five variables initially developed using Latvian data was tested also on four other countries – Spain, Russia, Lithuania as well as Trinidad and Tobago. The results show that the model for reducing the gender gap in reading is valid in all four countries.
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