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Abstract
This study documents an investigation of multilevel data from the 2009 Program for International Student Assessment to examine the reading literacy of 5,944 15-year-old students in Jordanian schools. A multilevel model was employed to examine the factors linked to students’ reading literacy from both students’ and schools’ levels. At students’ level, the study revealed that metacognition, elaboration, memorization, structuring, and scaffolding strategies were significant predictors of students’ reading literacy. At schools’ level, the study showed that school type, extracurricular activities, and teachers’ behaviour were significant predictors of students’ reading literacy. Practical implications and recommendations to research community at local and international levels are provided in this study.
Highlights
Reading skills are conceived as operative mechanisms to acquire, organize, and apply knowledge in an “information society” (Artelt, Schiefele, & Schneider, 2001)
This study documents an investigation of multilevel data from the 2009 Program for International Student Assessment to examine the reading literacy of 5,944 15-year-old students in Jordanian schools
The ability to read is an important skill in different subjects at school-level and information pursued by students’ curiosity mechanism to learn is widely offered in liner and none-liner texts (Artelt et al, 2001)
Summary
Reading skills are conceived as operative mechanisms to acquire, organize, and apply knowledge in an “information society” (Artelt, Schiefele, & Schneider, 2001). The ability to read is an important skill in different subjects at school-level and information pursued by students’ curiosity mechanism to learn is widely offered in liner and none-liner texts (Artelt et al, 2001). Several studies on students’ achievements (Chiu, Chow, & Mcbride-Chang, 2007; Sun, Bradley, & Akers, 2012; Thorpe, 2006) have contributed to better understanding of reading literacy. These studies have emphasized understating the differences and similarities among students in respect to thinking and knowledge in reading literacy. Many countries have started to recall for reform in education at all levels [66] by means of participating in international assessments such as PISA, which allows them to monitor students’ progress at schools in comparison to other countries around the world
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