Home environment, motivational characteristics in reading, reading activities and gender in PIRLS 2006(symposium864)
Author(s):
Christina Wallner-Paschon
Conference:
ECER 2009
Network:
9. Assessment, Evaluation, Testing and Measurement
Format:
Symposium Paper

Session Information

09 SES 07 B, Relationships in Reading Performance (Part 4)

Symposium: Towards Explaining Achievement: Findings from International Comparative Achievement Studies Continued from 09 SES 05 B

Time:
2009-09-29
15:30-17:00
Room:
HG, Marietta- Blau-Saal
Chair:
Andris Kangro
Discussant:
Andris Kangro

Contribution

How these factors interact and effect reading literacy of primary school students? Reading achievement is stronger effected from home environment than any other subject areas like maths or science. In addition, girls outperformed boys in reading achievement in all countries that participated in PIRLS and PISA. These facts justify investigations on home environment and student characteristics relating to reading. Beyond achievement data, PIRLS provides a wide variety of background information including student’s home environment, student ´s motivational characteristics relating to reading and their reading behavior. The research is designed to investigate the influence of home environment factors (socioeconomic status, parents´ attitudes toward reading and their reading behavior, books at home, early home reading and language activities,) on important student characteristics with regard to reading (motivational characteristics, reading behavior, reading literacy and gender). The effects of home environment factors on motivational characteristics, reading activities and reading achievement are estimated with structural equation modelling by using the Austrian data of PIRLS 2006. By arranging these variables in a chronological and logical order, the following research questions will be examined: How strong are the direct and indirect effects of the socioeconomic status on reading literacy? How strong are the direct and indirect effects of home environment factors on reading motivation and reading literacy? Are there effects of reading motivation on reading achievement even when controlled for socioeconomic status and home environment factors? How strong are the gender effects on home environment variables in comparison to students’ reading motivation? The results of this investigation provide valuable information for policy makers and practitioners (parent and teachers) for a better understanding of the development of reading literacy and the differences between boys and girls. This understanding may be helpful to address actions in encouraging reading and reading motivation in a more effective way.

Method

Expected Outcomes

References

Baker, L. & Wigfield, A. (1999). Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement. From Reading Research Quarterly, 34, 452–477. Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 International Report – IEA’s Progress in International Reading Literacy Study in Primary Schools in 40 Countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Suchan, B., Wallner-Paschon, C. & Schreiner C. (Hrsg.). (in Druck). PIRLS 2006. Die Lesekompetenz am Ende der Volksschule. Österreichischer Expertenbericht. Graz: Leykam. Wigfield, A. & Guthrie, J. T. (1997). Relations of Childrens´s Motivation for Reading to the Amount and Breadth of Their Reading. Journal of Educational Psychology, 89, 3, 420-432.

Author Information

Christina Wallner-Paschon
BIFIE Salzburg
Salzburg
13

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