Abstract
The popularity of information and communication technology (ICT) has had a significant influence on the reading proficiency of early adolescents. Achieving excellent reading proficiency, which is related not only to a student’s inherent talent but also to various impact factors, can greatly enhance the effectiveness of reading education. The Program for International Student Assessment (PISA) 2015 provides an international view on the reading proficiency of 15-year-olds in a computer-based testing environment. In this study, a multiple linear regression model was constructed using the computing language R to investigate the association between student-level ICT impact factors (the availability of ICT, the use of ICT and attitudes toward ICT) and reading proficiency among early adolescents. The sample included 37,155 15-year-olds from five representative countries with extremely high reading proficiency. The results showed that the students’ ICT-related attitudinal factors concerning their interest in ICT and perceived autonomy in using ICT, rather than ICT availability and ICT use, were closely associated with high reading proficiency. In addition, ICT devices should be integrated not only as instructional media but also as a cognitive tool for teaching reading with timely and appropriate scrutiny.
Highlights
The concept of computer-based assessment of reading proficiency is of fundamental significance in the age of information and communication technology (ICT) (Naumann, 2015)
This article aimed to examine the influence of ICT impactors on students’ reading proficiency in high-achieving countries; the five representative countries were assessed as a cohort with high-achieving reading proficiency
ICT availability at school (ICTSCH) is negatively correlated with students’ reading performance in this study, which is consistent with Lai’s (2016) study. This result is closely related to ICT use at school, which is discussed in detail
Summary
The concept of computer-based assessment of reading proficiency is of fundamental significance in the age of information and communication technology (ICT) (Naumann, 2015). As the benchmark of international large-scale assessment, the Program for International Student Assessment (PISA) has evaluated reading, science, and mathematics achievement among 15-year-olds from participating countries/economies of the Organization of Economic and Cultural Development (OECD) every 3 years since 2000. Reading proficiency in this influential assessment is recognized as “students’ ability to understand, use, reflect on and engage with written texts in order to achieve one’s goals, develop one’s knowledge and potential, and participate in society”. These changes have launched a new area of research, that is, the role played by myriad ICT impact factors in students’ reading proficiency because different types of reading activities and related impact factors have emerged (OECD, 2011)
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