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ERIC Number: EJ833189
Record Type: Journal
Publication Date: 2009-Mar
Pages: 30
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0270-2711
Reading Achievement and Science Proficiency: International Comparisons from the Programme on International Student Assessment
Cromley, Jennifer G.
Reading Psychology, v30 n2 p89-118 Mar 2009
Students need to develop scientific literacy in order to participate fully as citizens, community members, and in the globalized economy. But what is the relationship between scientific literacy and reading literacy? Three international data sets from the Programme on International Student Assessment (PISA) were used to calculate correlations between scientific literacy and reading literacy for 15-year-old students. Mean correlations at the individual student level across countries were 0.840 for the PISA 2000 data set, 0.805 for the PISA 2003 data set, and 0.819 for the PISA 2006 data set. In all three data sets, this correlation varied among countries, and the reading-science relationship was weakest in countries with low country mean reading scores. Three possible interpretations are discussed, favoring the interpretation that knowledge and skills that drive higher reading comprehension also drive higher science achievement. (Contains 7 notes, 6 tables, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment