Session Information
09 SES 05 A, Findings from International Comparative Achievement Studies. Session 1: Relationships in Reading Performance (Part 1)
Symposium, continues in 09 Ses 09 A and 09 Ses 10 A
Contribution
In the Netherlands, 14 percent of the students have a reading literacy below level 2. The Dutch government makes an effort in reducing this percentage. The PISA 2009 data are used to analyse what might be the best ways to reach this goal. As the difference in reading literacy between boys and girls, the correlation between engagement in reading and reading literacy and the relative score on the subscales for different reading competencies are not the same for the different countries, the research questions are: 1. How can the differences between boys and girls be explained and why is this difference larger in one country than the other? 2. What are the covariates that affect the correlation between engagement in reading and reading literacy? 3. How can it be explained that Dutch students score relatively low on the competency 'Integrate and Interpret'? Do other variables affect this score compared the score for reading literacy in general? Different regression analyses will be used to answer the above research questions, using combined variables as predictors as it is well possible that, for example, the difference between boys and girls is significant in the lower school types but not in the higher ones.
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.