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The Interplay between Teacher Beliefs, Instructional Practices, and Students' Reading Achievement: National Evidence from PIRLS 2021 Using Path Analysis
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Nele Bleukx; Katrijn Denies; Hilde Van Keer; Koen Aesaert – Large-scale Assessments in Education, 2024
Background: Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successful readers tend to employ reading strategies. As a second…
Descriptors: Teacher Attitudes, Beliefs, Educational Practices, Teaching Methods
Deciphering the Layers of Reading Achievement: A Multi-Level Analysis of Student and School-Level Predictors in Top-Performing PIRLS 2021 Countries
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Pongprapan Pongsophon – British Educational Research Journal, 2024
This study investigates the student- and school-level predictors of reading performance across five top-performing countries in the Progress in International Reading Literacy Study (PIRLS) 2021. Utilising a multilevel analysis, the research examines the influence of cognitive development, socio-cultural contexts and educational environments on…
Descriptors: Reading Achievement, Predictor Variables, Foreign Countries, Cognitive Development