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ERIC Number: EJ1161857
Record Type: Journal
Publication Date: 2018
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0270-2711
Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance
Li, Dan; Beecher, Constance; Cho, Byeong-Young
Reading Psychology, v39 n1 p1-28 2018
Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few quantitative studies have been conducted to examine if the frequency of reading informational text is relevant to student reading achievement. This study aims to investigate the relationship of reading informational text and students' reading performance in 4th grade based on PIRLS 2011 data through multilevel modeling.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A