ERIC Number: ED574340
Record Type: Non-Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 11
Using PIRLS Data to Investigate the Relationship of Teachers' Instruction with Students' Out-of-School Reading Behaviours. Policy Brief No. 8
Polikoff, Morgan S.; Zhou, Nan
International Association for the Evaluation of Educational Achievement
Research clearly demonstrates the importance of students' reading behaviors for predicting students' short- and long-term outcomes. While teachers' instruction might affect these reading behaviors (and therefore indirectly affect achievement), we know little about the association of in-school teacher practices with students' out-of-school behaviors. In this brief, we draw on data from IEA's 2011 Progress in International Reading Literacy Study (PIRLS) to examine the relationships of several instructional practices with multiple measures of students' out-of-school reading. Finding wide variation in instruction across countries and several significant associations, we conclude with policy implications for policymakers, teachers, parents, and researchers. A table detailing the average extent of student reading outside school by country is appended.
Descriptors: Achievement Tests, Foreign Countries, Grade 4, Reading Achievement, International Assessment, Reading Tests, Reading Motivation, Reading Attitudes, Teaching Methods, Reading Aloud to Others, Reading Strategies, Reading Habits, Predictor Variables, Surveys
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: firstname.lastname@example.org; Web site: http://www.iea.nl
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands); University of Southern California, Los Angeles.
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study