Reading Achievement Research Articles

Gender gap in school learning: Micro-level evidence from Morocco

The gender gap in education has been a significant concern for Moroccan policymakers and researchers, but the quantitative measurement of this gap has often been overlooked. This study specifically examines the gender gap in academic achievement in reading and mathematics at both the national and residential levels. The objective is to identify the factors that influence gender performance differences and their magnitude. To achieve this, micro-level data from 5427 students extracted from the PIRLS 2016 and TIMSS 2015 surveys were analyzed. The Blinder-Oaxaca (1973) decomposition technique was employed to assess the significance of the differences and to break down the performance gaps by incorporating explanatory variables related to schools, teachers, and students' characteristics. The results reveal a significant gender difference in favor of girls in reading, both nationally and in urban areas. In mathematics, the gender gap is not statistically significant and is approximately 3 points at the national level. Only 29% of the reading gap can be explained by the selected variables, while this percentage is around 20% for the math gap. Pre-school attendance, maternal education, schools, and schools' characteristics are identified as significant factors influencing the reading gap at the national and urban levels. In contrast, at the rural level, home conditions and the characteristics of the school and teacher play a more decisive role.

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

ABSTRACTCreativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Data were collected from 243 elementary school students. We applied the normal mixture technique to classify participants into latent subgroups. Five latent subgroups of students were identified: Overconfident Low Performers, Creative High Achievers, Under‐Confident Below‐Average Achievers, Mathematically Oriented Students, and Calibrated Above‐Average Achievers. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher ratings of students' originality were more in line with student academic performance rather than with their performance‐based originality scores. Students' self‐ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self‐ratings of originality, despite displaying very different levels of performance on the divergent thinking assessment.

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach

AbstractSecond language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data. For these reasons, we investigated the effect of L1 reading achievement, L2 aptitude, and L2 anxiety as covariates on the growth of L2 reading achievement across three time points. We used the latent growth curve model (LGCM) to estimate the growth trajectory of US secondary school students’ L2 reading growth in Spanish (N = 307) over three school years. The findings showed that students’ L1 reading achievement and L2 aptitude strongly and significantly predicted L2 reading achievement growth. However, L2 anxiety did not predict L2 reading achievement growth. Findings suggest that growth in L2 reading achievement depends on the language-related skills used for L1 reading and the language skills that comprise L2 aptitude, but not on anxiety. Similar to past cross-sectional studies, L2 anxiety related only to initial levels of L2 reading achievement, suggesting that anxiety reflects students’ initial experience of L2 reading but not their L2 achievement.

Synergistic Impacts of Expansions in Pre-K Access and School Funding on Student Achievement: Evidence from California’s Transitional Kindergarten Rollout

This paper investigates the extent to which expansions in public pre-K and increases in K12 funding improve student learning trajectories and narrow achievement gaps. I link school-and student-level information on public preschool participation with longitudinal student data for all public school students in California. The research design exploits Transitional Kindergarten's (TK's) age eligibility cutoffs and the 2013-2019 staggered implementation of California's school funding reform. This quasi-experimental variation is combined to investigate interactive effects between TK attendance and school resources in elementary school. I find positive synergistic effects of TK and elementary school spending on math and reading achievement.

인지처리 및 언어 기술에 기반한 난독증 하위유형 탐색: 잠재프로파일분석을 중심으로

This study classified Korean dyslexia into subtypes based on cognitive processing and language skills and examined the relationships between the strengths and weaknesses of the classified subtypes and reading achievement. The study participants were 206 children with dyslexia in grades 1-3 of an elementary school. The following variables were measured to classify dyslexia into subtypes: phonological awareness, letter knowledge, rapid naming, phonological memory, sentence memory, receptive vocabulary, and listening comprehension skills. Furthermore, the groups were compared in three reading achievement variables: word reading, reading fluency, and reading comprehension. The latent profile analysis identified four subtypes of dyslexia, including the “overall defect group” with overall difficulty in cognitive processing and language skills; “processing speed dominant group” showing strength in letter knowledge and rapid naming; “working memory dominant group” showing strength in phonological and sentence memory abilities; and “receptive language dominant group” with receptive vocabulary and listening comprehension abilities. The comparison of reading achievement between groups revealed that the “overall defect group” was characterized as having lower word reading and reading fluency than the other three groups, whereas the “receptive language dominant group” had strengths in reading comprehension. This is the first study in Korea in which an empirical and exploratory attempt has been made to classify dyslexia into subtypes beyond the limits of the theoretical framework. Moreover, the study results promoted an understanding of the heterogeneity of dyslexia through the strengths and weaknesses of subtypes based on cognitive processing and language skills and had implications for intervention.

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students’ oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills ? Oral Reading Fluency (DIBELS – ORF or DORF) assessment over three periods. The participants’ ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants’ ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study’s findings, using repeated reading and Big Books to support students’ English reading achievement is highly suggested for elementary reading enhancement.

Evaluating the Effectiveness of the SQ3R Method in Enhancing Students' Reading Proficiency

Background: Reading proficiency plays a pivotal role in language acquisition, influencing comprehension levels. However, while the SQ3R method has been identified as a tool for enhancing reading skills, its practical application and effectiveness in high school English settings are insufficiently studied, revealing a significant research gap. Methodology: This research employs a mixed-methods approach utilizing the Quan-qual model to address this gap comprehensively. Quantitative methods entail a true experimental design involving control and experimental groups, with 54 class X students purposively sampled. Additionally, qualitative data were collected through interviews with four representative students. Findings: The findings reveal the effectiveness of the SQ3R method in improving reading achievement, supported by significant score enhancements in reading tests. Interviews with students also indicate positive attitudes toward SQ3R, boosting their motivation for reading. These results emphasize SQ3R's potential to elevate high school students' reading skills and enhance engagement in English language learning. Conclusion: This study underscores the effectiveness of the SQ3R method in enhancing reading achievement among high school students. Utilizing a mixed-methods approach, it reveals substantial score enhancements in reading tests and positive student perceptions, indicating increased motivation for reading. These findings highlight SQ3R's potential to elevate reading proficiency and engagement in English language learning, offering valuable insights for educators and curriculum development. Originality: The research identifies a gap in the exploration of the SQ3R method's application in high school English language learning, particularly regarding its effectiveness and students' perceptions. Further investigation is necessary to delve into qualitative aspects and involve diverse samples for a comprehensive understanding of English language learning in high school contexts.

Relationships Between Anxiety, Attention, and Reading Performance in Children.

Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies. The current study examines the relationships between anxiety, attentional control, and reading performance (word reading/decoding and passage comprehension) in a racially-diverse sample of 251s-grade students, 152 of whom had not met reading benchmarks using screening measures. Results showed that harm avoidance was positively associated with reading performance and physical symptoms of anxiety were negatively associated with reading performance. These links were attenuated when including attentional control in the model, suggesting mediation and lending support to Attentional Control Theory. Further research is needed to confirm causal mediation effects between anxiety, attentional control, and reading performance.

In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial.

The problem of sedentary behavior among primary school children is alarming, with numbers gradually increasing worldwide, including Sri Lanka. Physical activity interventions within classroom settings have been acknowledged as a critical strategy to increase students' movement behaviors while enhancing their academic achievement and health. Yet, the busy curriculum and challenging educational demands encourage more sedentary classroom behavior. Hence, this study aims to develop and evaluate an in-classroom physical activity breaks (IcPAB) intervention among fifth graders in Sri Lanka. The study will adopt a randomized controlled trial (RCT), comprising an in-classroom physical activity breaks program group and a control group to evaluate the effects of IcPAB on academic achievement, movement behaviors and health outcomes. The intervention design is based on the capability (C), opportunity (O) and motivation (M) behavior (B) (COM-B) model. A least 198 fifth graders will be recruited from two schools in Uva province, Sri Lanka. The recruitment process will start in late 2022. Class teachers of the intervention group will implement 5-min activity breaks at least three times a day after completing a training session. The primary variables include mathematics and reading achievement. The secondary variables include physical activity levels, steps count, sedentary behavior, body mass index, aerobic fitness, and perceived stress. Data collection will be implemented at pre-test and post-test, respectively. Intervention fidelity and the process will also be evaluated. The IcPAB is designed to prevent pure educational time loss by introducing curriculum-integrated short bouts of physical active breaks into the classroom routine. If the IcPAB is effective, it can (1) improve the mathematics and reading achievement of fifth-grade girls and boys, which is a significant factor determining the performance at the Grade Five National Scholarship Examination in Sri Lanka; (2) improve movement behaviors as well as physical and mental health outcomes among primary school students. Sequentially, the IcPAB will enrich school-based physical activity intervention approaches which can in turn bring academic and health benefits to primary school children in Sri Lanka. The first version of the trial was registered with the ISRCTN registry (Ref: ISRCTN52180050) on 20/07/2022.

The Effect of Group-Individual Collaborative Testing on Primary Students’ Achievement in Reading Test

Collaborative testing—a two-stage testing modality in which students do tests as a group and individually—has been extensively researched and found to improve learning. However, most collaborative testing research has focused on non-English language learning. Therefore, this study examines the effects of group-individual collaborative testing (GICT) on English reading test achievement and student views of GICT. This sequential explanatory mixed-methods study gathered quantitative data from both treatment and control groups, primarily comprising students' correct answers, followed by qualitative insights derived from students' reflections on their learning experiences. Quantitative data demonstrates that GICT had a significant effect on students' reading achievement tests. While the qualitative data reveals that students considered GICT was a good reading testing modality, with some notes on the scoring method. Practice and research implications include 1) using GICT to test other language skills, 2) diversifying group composition, 3) giving more weight to the individual part score because students will retrieve more information during this stage, and 4) instilling collaborative learning values before testing.

Forced to Redshirt: Quasi-Experimental Impacts of Delayed Kindergarten Entry

Parents consider whether to enroll their child in kindergarten on time, or to delay entry, known as “redshirting.” States have also moved their birthdate cutoffs to earlier in the year to create older, higher achieving cohorts. However, the impacts on the intermediate- and long-run outcomes of delayed entry are unclear, as are the mechanisms through which advantages or disadvantages may accrue. We provide plausibly causal estimates of delayed kindergarten entry impacts on achievement by exploiting a policy change in the birthdate enrollment cutoff for North Carolina public schools requiring children born in a six-week window to redshirt. We compare the outcomes of “forced” redshirts with several different counterfactual peer groups using statewide administrative data to triangulate the mechanisms through which delayed entry alters outcomes and inform educational theory. Delayed entry provides benefits to math and reading achievement, and reduced identification of having a disability; these impacts operate through cohort position and maturation advantages, and not from hold-out year experiences. Forced redshirting was differentially beneficial for students who are low-income, but further disadvantaged students of color.

Big Data on Exploring Influencing Factors of the Reading Achievement between China and Finland

This paper is based on Big Data analysis in computer science to find the significant influencing factors in reading achievement in China and Finland and differentiate factors between the two countries so as to find the implications and suggestions for the government policy and then reach the education equality and educational core competition. Reading is the main subject in PISA 2018. In 2018, about 60,000 students from 79 participating nations and economies finished the evaluation, accounting for around 32 million 15-year-olds. In all, 12058 samples in China( B-S-J-Z) and 5496 samples in Finland participate in the PISA 2018. The Plausible Value in Cognitive Process Subscale of Reading entails locate information, understand, evaluate, and reflect. Reading achievement is related to student-level, school-family level and country level. We use student-level constructs to measure every construct including GRADE, MISS, POSS, READINT, CLSSIZE, SELF, SES, SEX, READACH and design a model of three-level HLM in Big Data of factors influencing reading achievement. The Big Data statistics shows the PISA outcome has unstable level in PISA in 2012, 2015, and 2018 and the outcome cannot be applied to other places in China because it just includes four cities, B-S-J-Z. Also, big data also reflects the higher teaching level and teaching staffs in China and Finland than OECD Average although we cannot get all the data of regions in two countries.

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

This study investigated the importance of reading in English for EFL Foundation Programme students at a private college university in Oman. It discussed the students' attitudes towards reading in English and their knowledge of reading comprehension strategies. The instruments used included a short questionnaire and a reading achievement test. They were handed to sixteen mixed-age and gender students from level one and sixteen mixed-age and gender students from level two. The findings of the study instruments' data showed that gender and English language proficiency had no statistically significant effect on the level of knowledge of reading comprehension strategies in English. They also revealed that age had no statistically significant effect on attitudes towards reading in English.Moreover, they showed no statistically significant correlation between the knowledge of reading comprehension strategies and attitudes toward reading in English. Although there were positive reading attitudes, students showed weak knowledge of reading comprehension strategies. The study recommends that EFL teachers develop their students' knowledge of reading comprehension strategies.

The effects of question previewing on response accuracy and text processing: An eye-movement study

The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.

Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

KESAN DIRECTED READING THINKING ACTIVITY (DRTA) DALAM MENINGKATKAN TAHAP PENCAPAIAN KEFAHAMAN MEMBACA PELAJAR [THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) IN IMPROVING STUDENTS’ COMPREHENSION

This study explores the strategy of Directed Reading Thinking Activity (DRTA) on the achievement of reading comprehension in Year 7 in one of the secondary schools in the Brunei and Muara districts, Brunei Darussalam. In addition, this study also examines students' perceptions of DRTA in teaching and learning comprehension in the classroom. The purpose of this study is to examine students' ability to comprehend the content of reading. This study uses an action research design, and the sample consisted of 14 students from Years 7 in moderate to weak levels. The results of this study were analysed using a paired t-test to assess whether there was a significant difference in the mean score in the achievement of the pre-study test and the post-study test of the students. In addition, the researcher also used mean scores to find out students' perceptions of DRTA techniques in teaching and learning comprehension. Based on paired t-test analysis, it shows a difference in the mean score in the achievement of pre-study test and post-study test of students, t (14) = -6.79, p .000< .005. While the results of the mean score analysis for students' perception of the DRTA technique in teaching and learning comprehension show a positive reaction and response between a mean of 3.07 to 3.57. Therefore, the overall study of the DRTA technique proves that this technique can improve student achievement in reading and comprehension.

What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools.

School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.

우리나라 수학 사교육 참여율과 참여자 특성 국제 비교:

Objectives The purpose of this study is to analyze the characteristics of math tutoring participants in Korea in comparison to the participation rates and characteristics of tutoring participants in other countries.
 Methods We operationalize the definition of math tutoring participants based on surveys from the international achievement tests PISA and TIMSS, and analyze the relationship between math tutoring participation rates and indicators of math, science, and reading achievement, socioeconomic level, and attitudes toward math.
 Results The results showed that the participation rate in math tutoring in South Korea is very high, with the highest participation rate in the fourth grade. We also found that participants in tutoring are characterized by higher math achievement and better socioeconomic backgrounds.
 Conclusions This paper discusses the problem of math tutoring in the lower grades of elementary school in Korea, the purpose of math tutoring as ‘enrichment’ versus ‘supplementation’, and suggests that tutoring centered on enrichment should be shifted to supplementation.

잠비아 청소년의 장기결석 관련요인 연구

The purpose of this study was to review student and school-level variables related to long-term absenteeism about Zambia’s adolescents, focusing on the problem in terms of educational opportunities and the risk of school interruption in Africa, and to explore ways to prevent long-term absenteeism. To explore the relationship between student-level and school-level characteristics with Zambia adolescent’s long-term absenteeism experience, a two-level multilevel anaylsis was conducted with HLM 8.2, using data from 2,334 students in 130 schools of Zambia’s PISA-D sample.
 The main findings are, first, Zambia’s adolescents’ long-term absenteeism experience has statistically significant differences between schools. Second, among the characteristics of the school level on the long-term absenteeism experience of Zambia’s adolescents, the number of full-time teachers was found to have a positive effect on long-term absenteeism. Third, among the characteristics on the student level, it was found that the positive perception of school had a negative effect. Fourth, among the characteristics on the student level, school retention experience was found to have a positive effect, and lastly, among the characteristics on the student level, reading achievement was found to have a negative effect.
 When implementing policies to prevent long-term absenteeism in the future, it is necessary to consider the variables that were statistically significant in this study. Also, since the concepts related to long-term absenteeism have not been broadly and clearly agreed upon, it is necessary to meta-analyze domestic and international studies on similar concepts to derive consensus and allow more in-depth discussions. If the discussion is made based on clear concept, a more effective plan for the prevention and intervention strategy for long-term absentee adolescents may be suggested.

A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth

Four-day school weeks are becoming increasingly common in the U.S., but prior research is ambiguous regarding their impacts on achievement. Using a difference-in-differences approach, we conduct the most representative student-level analysis to date of the effects of four-day weeks on student achievement and within-year growth using NWEA MAP Growth data. We estimate significant negative effects of the schedule on spring reading achievement (-0.07 SD) and fall-to-spring gains in math (-0.05 SD) and reading (-0.06 SD). The negative effects of the schedule are disproportionately driven by adoptions in non-rural schools and are larger for female students. For policymakers and practitioners, this study provides evidence supporting concerns about four-day school weeks’ effects on student achievement and growth, particularly in non-rural areas.