Session Information
09 SES 01 B, Findings from Large-scale Assessments
Paper Session
Contribution
Reading literacy now is not only a foundation for achievement in other subject areas within the educational system, but also a prerequisite for successful participation in most areas of adult life in this knowledge-based society.
The PISA 2009 framework was different from that of PISA 2000, 2003 and 2006 in two points. First, a new major categorization of texts in the PISA 2009 framework for reading literacy is classification by medium: print or electronic. This indicates that the Digital Reading Assessment (DRA) was included in PISA 2009 to assess the reading literacy skills needed for future society. Second, the three broad aspects defined for PISA reading literacy are not conceived of as entirely separate and independent, but as related and interdependent. Also, the framework of PISA 2009 included questionnaire surveys to identify school background factors, socio-economic factors and learning psychological factors that affected reading literacy.
First of all, this study aims to identify the structural relationship among variables that affected the highest scores of Print Reading Assessment (PRA) and DRA in the eight countries such as Korea, New Zealand, Australia, Japan, Hong Kong-China, Iceland, Sweden and Ireland. According to literature review relating to the factors that influenced the scores of reading literacy, the previous researches were limited in reflecting estimated errors, while regression analysis was used to explore the first causal relationship among the factors. In this regard, this study employs a structural equation model in order to identify the complex causality of the factors by including the estimated errors and to investigate both direct and indirect influence of variables that improve reading literacy. The research model for the study is set in assumptions, which the structural relationship among variables of school background factors, socio-economic factors and learning psychological factors may influence reading literacy, and which learning psychological factors may play the role of a mediator variable in the process that the variables of school background factors and socio-economic factors affect reading literacy.
This study is unique in comparing to the previous researches dealing with only those factors that had directly affected reading literacy. Especially, the cases of those eight countries achieving highest reading scores in PISA 2009 could be grouped into the European countries and the Eastern countries, exploring the differences between two groups in terms of the structural relationship. Therefore, the results of the study may provide those countries with educational implications that can be used for improving creativity and innovation of students in the future.
Specifically, this study seeks to answer the following research questions:
First, what is the structural relationship among the variables of school background factors, socio-economic factors and learning psychological factors that affect PRA and DRA in the eight high performing countries?
Second, what are the differences between European counties and Eastern countries in the structural relationship among the variables of school background factors, socio-economic factors and learning psychological factors that affect PRA and DRA?
Third, what are policy implications to improve reading literacy in order to lead educational creativity and innovation for these European and Eastern countries?
Method
Expected Outcomes
References
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