ERIC Number: ED396238
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Instructional Strategies in the IEA Reading Literacy Study: The Case of Latvia.
An exploratory study examined the influence of teaching conditions and instructional strategies on student reading performance in Latvia and compared influences to those in other countries. A representative sample of students was drawn from the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in Latvia. Two age groups were examined: 9-year-old students at Grade 3 (Population A) and 14-year-old students at Grade 8 (Population B). Data consisted of reading test results and student, teacher, and school administrator questionnaires. Results indicated that (1) about half of the students were not satisfied with the treatment that they got from their teachers; (2) a positive correlation existed between achievement and class size for Population B; (3) teachers from Population A in Latvia gave a higher priority to skill aims (as did most teachers in low-achieving countries); (4) teachers from Population B in Latvia, as with most teachers for high-achieving countries, value the aims of developing students' interest in reading in combination with literature orientation; (5) encouraging students to read was the most frequently used teaching activity in Latvia; (6) no significant correlation existed between the hours of instruction in schools and student achievement; and (7) school headmasters reported that lack of student interest and insufficient class material were the most serious problems for teaching reading. Findings suggest that student reading achievement in Latvia is strongly determined by home resources, and student interest in schooling decreases from grade 3 to grade 8. (Contains 1 table and 7 figures of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: International Assn Evaluation Educ Achievement; Latvia; Teaching Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).