what is reading literacy? curriculum in mother tongue core skills at the initial stage cultural...
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PISA International Conference onEducation Quality and Equality in the Pacific Rim
Hong Kong 21-22 November, 2003
””ReadingReading literacyliteracy is is understandingunderstanding, , usingusing, and , and reflectingreflecting on on writtenwritten textstexts, in , in orderorder to to achieveachieveone’sone’s goalsgoals, to , to developdevelop one’sone’s knowledgeknowledge and and potentialpotential, and to , and to participateparticipate in in societysociety.”.”
Reading literacy is a key competence of learning, working and of rich social and cultural life; a key competence of active citizenship.
What is reading literacy?
Curriculum in mother tongue
Core skills at the initial stage
Cultural identity
Strongly integrated
Active learner
Pragmatic approach
ICT and mother tongue closely related
”Every teacher is also a mother tongue teacher”
Gender diff erences in reading literacy
14
25
25
26
29
29
30
30
32
32
32
34
35
37
37
38
40
43
46
48
51
0 20 40 60
Korea
Denmark
United States
Japan
Hungary
Canada
Germany
Greece
Iceland
New Zealand
Finland
Difference
Gender differences in the different sub-scales of reading literacy
44
30
26
24
28
22
26
51
34
33
29
34
27
27
63
51
48
45
42
37
36
806040200
Finland
Sweden
Germany
OECD AVERAGE
Australia
Ireland
United States
DifferenceRetrieving information Interpreting texts
Reflection and evaluation
Text type and item type and the reading literacy performance by gender
(as percentages of correct answers)
73
76
72
78
70
59
65
66
70
59
30 50 70
TEXT TYPE:
Narrative
Prose
Document
ITEM TYPE:
Multiple-choice
Open-ended
Percentage of correct answers
Girls Boys
The risk to be a low-achiever increases if...The risk to be a low-achiever increases if...
Student is a boy.Parents are born outside of the country.Home language is other than the test languageStudent comes from the single parent family.Parents’ socio-economic status is low.Student has many siblings.Student is a frequent computer user.Student experiences strong achievement press.Student’s effort to achieve is strong.Student skips classes often.
And the risk decreases if…
Cultural communication is common.Student is actively engaged in reading.Student’s reading material is diverse.Student uses Internet frequently.Student’s academic self-esteem is strong.Student favours co-operative learning.
The possibility to be a top achiever increases if…
Student is a girl.Home language is the test language.Parents’ socio-economic status is high.Cultural communication at home is frequent.There are a lot of books at home.Student’s engagement in reading is strong.Student reads fiction frequently.Student’s academic self-esteem is high.There is good disciplinary climate in the classroom.Student’s effort to achieve is strong.
And decreases if…
Social communication at home is frequent.Student uses a lot of time for homework.Student favours memorisation strategy in learning from text.Student favours co-operative learning.
Explained variance in student performance
2
11
8
6
8
13
6
6
6
6
18
22
0 5 10 15 20 25
Self-concept in reading
Socio-economic background
Posessions related to classicalculture at home
Cultural communication at home
Interest in reading
Engagement in reading
OECD average Finland
Engagement in reading by gender 0,64
0,63
0,51
0,32
0,32
0,30
0,29
0,29
0,28
0,27
0,24
0,24
0,22
0,22
0,19
0,19
0,16
-0,28
-0,31
-0,50
-0,31
-0,28
-0,28
-0,24
-0,35
-0,21
-0,32
-0,54
0,06
0,12
0,12
0,14-0,08
-0,12
-0,34
-0,29
-0,07
-0,15
-0,02
-0,34
-0,22
-0,39
-0,80 -0,40 0,00 0,40 0,80
Finland
Portugal
Switzerland
Denmark
Germany
Canada
Italy
Hungary
OECD AVERAGE
Iceland
Sweden
Japan
New Zealand
Russian Federation
Greece
France
Australia
Korea
United Kingdom
Norway
United States
Index
Girls
Boys
Student performance by engagement in reading
440
460
480
500
520
540
560
580
600
620
Bottom qurter Second quarter Third quarter Top quarter
Index of engagement
Finland OECD
Implications for reading instruction
• Reading proficiency cannot be improvedwithout fostering reading engagement.
• Teaching students reading strategieswithout succeeding in engaging them in reading is not enough…
• One obvious illustration of this is thegender gap: one can assume that males & females have got more or less the sameopportunities to learn reading strategies.
Time spent reading for enjoyment each day18
19
22
22
26
27
29
30
30
30
31
31
32
33
33
35
35
36
41
42
55
39
25
27
29
28
36
36
38
37
28
30
30
31
34
30
33
35
31
31
27
18
26
26
23
26
24
23
23
23
19
29
22
23
22
20
21
21
20
21
16
18
15
12
17
20
18
13
9
9
7
10
11
12
13
11
10
12
8
8
9
8
9
8
4
13
9
4
8
4
3
3
4
3
6
4
4
4
4
3
2
3
4
5
4
0 % 20 % 40 % 60 % 80 % 100 %
Portugal
Russian Federation
Greece
Finland
Hungary
Denmark
United Kingdom
Iceland
New Zealand
France
Korea
Italy
OECD AVERAGE
Canada
Australia
Switzerland
Norway
Sweden
United States
Germany
Japan
Percentage
Not at all 30 minutes or lessBetween 30 and 60 minutes Between 1 and 2 hoursMore than 2 hours
Activity of reading various media texts and reading literacy performance in Finland
460
500
540
580
620
Never orhardly ever
A few times ayear
Approx. oncea month
Several timesa month
Several timesa week
Fiction Non-fiction books
E-mails and Web pages Magazines
Newspapers Comic books
Reducing gender differences in reading literacy when the four most significant
activity factors are controlled simultaneously
2536 39 42
5339
2512 16 11 16 10 8
-4-10
10
30
50
70
Denmark Sweden Iceland Norway Finland Nordicaverage
OECDaverage
Gender difference total Gender difference controlled
Factors controlled: Engagement in reading, Reading fiction frequently, Self-concept in reading, and Student’s effort and perseverance
The four reader profiles
• 1 = « least diversified » (22 % ). Read moderately magazines, few read anything else.
• 2 = « moderately diversified » (27 %). Read frequently magazines & newspapers, fewread anything else.
• 3 = « diversified in short texts » (28 %). Read frequently magazines/ newspapers/ comics and read moderately books.
• 4 = « diversified in long texts » (22 %). Read frequently books (fiction & non fiction)/ magazines/ newspapers but not comics.
Percentage of readers by how diversified their reading habits
Reader profiles and proficiency
• Reading proficiency is strongly relatedto diversity of reading on averageamong Oecd countries.
• Least diversified = 468.
• Moderately diversified = 498.
• Diversified in short text = 514.
• Diversified in long text = 539.
• With few exceptions, this pattern holdstrue for every country.
gender gap
gifted students
school climate
learning strategies
poor readers in modern society
immigrant students
Challenges