Reading Literacy Research Articles

Re‐examining the relationship between patience, risk‐taking, and human capital investment across countries*

SummaryHanushek et al. (2022) show that students in countries in which people are more patient and less risk‐taking perform better in the Programme for International Student Assessment (PISA) test. In this paper, we probe the robustness of this study. Our narrow replication shows that most of the results are robust to alternative model specifications. Our broad replication shows that the main results are robust to measuring student performance with data from the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) instead of PISA.

Development of E-Module Based Learning Media for A1 Level Reading Competency

The aim of this research is to develop E-module based learning media for A1 level reading literacy. This research was conducted in the library of the Faculty of Languages and Arts, Medan State University. In this research, creation research using Richey and Klein's theory is used. Among them are: (1) Planning stage, (2) Creation stage, (3) Evaluation stage. This research data consists of words, sentences and images on the topic "Hello!, Friends, Colleagues and Me and Off on holiday". The data source for this research comes from the book Studio Netzwerk A1 (Stefanie Dengler, Paul Rusch, Helen Schmitz and Tanja Sieber, 2012). The results of this research are learning media in the form of learning module applications uploaded to the Play Store. This application was created with the help of web-codular and validated by media experts and received an assessment of 85 (good) and a material expert assessment of 90 (very good).

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

The Utilization of the Arts as a Method of Developing Love for Reading in a Library Environment

This paper examines the contribution of using the arts as an educational method to reading groups in a library setting. The aim of the paper is to highlight the extent and the ways in which the inter-artistic dialogue strengthens the reading interest of the minor or adult participants and cultivates their aesthetic education. More specifically, the work aims to highlight: a. which theoretical principles and educational methods effectively support the utilization of other art forms in the reading approach, b. what specific techniques are involved in the inclusion of inter-artistic comparison in the reading process, c. in which phases of the reading process they can be included with a greater impact on reading motivation and d. how artistic works are selected depending on the literary texts being interpreted, the characteristics of the members of the reading community and the library environment. In order to answer the research questions, the opinions of two groups of participants are used: a. 15 Library Science student participants from the “Literature” course (spring semester 2022) and 18 participants from the “Applications of Reading Literacy” course (winter 2023) who systematically participated in the weekly meetings. The participants, having familiarized themselves with a variety of techniques for approaching literature, answered which they consider most appropriate for each phase of reading (thus also for inter-artistic dialogue). Based on their responses, it appeared that the use of arts in library reading groups is the most appropriate method for enhancing reading interest in preparing the response and one of the most effective methods for further engaging in dialogue about the projects during reading procedure. Also, the use of inter-artistic dialogue is particularly important for the development of critical appreciation of cultural works, as a means of awakening creativity and developing the aesthetic education of readers of all ages.

Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups

Background: PIRLS 2021 results revealed that South African Grade 4 learners performed significantly lower compared to other countries in reading comprehension and that they did not reach the standardised international mean score of 500. It was also evident from the results that English learners performed relatively higher than isiZulu learners.Objective: This study was initiated to investigate whether possible measurement invariance can help explain the difference in the scores of English and isiZulu learners. Measurement invariance is concerned with the metric and functional equivalence of the items in the two languages examined.Method: A quantitative approach was utilised to reanalyse the PIRLS 2021 numerical data sets. Descriptive statistics were used to analyse the mean and raw scores. Rasch analysis was conducted to look for any Differential Item Function (DIF) in the items.Results: Statistics revealed that there is a significant difference in the mean scores of the two languages. Analysis of raw scores provided evidence that some of the items lacked metric equivalence. Rasch analysis displayed that some of the items lacked functional equivalence.Conclusions: The significant difference found in the scores implies that Grade 4 learners need more attention mastering the skill of reading literacy. The lack of metric and functional equivalence suggests that items in the passages need to be investigated and improved.Contributions: This study has contributed to the International Large-Scale Assessment literature specifically relating to the equivalence of ILSA across languages. A significant gap in the learners’ scores was identified and measurement invariance helped explain the gap in the learners’ reading scores.

Student Participation of The Teaching Campus Program in an Effort to Increase Children's Interest in Reading Through The Reading Literacy Movement at SDN 2 Pujokerto

This research aims to analyze student participation in the Teaching Campus program in an effort to increase children's interest in reading through the reading literacy movement at SDN 2 Pujokerto. The Class 4 Teaching Campus program is a continuation of the previous classes of the Teaching Campus program, namely classes 1, 2 and 3. The background to this research arises from the phenomenon of declining interest in reading among elementary school children caused by technological developments and lack of access to interesting and age-appropriate reading books. The Teaching Campus Program is one of the initiatives launched by the government in order to improve the quality of education in remote, outermost and disadvantaged areas (3T), especially in terms of children's interest in reading. This research uses qualitative research methods with descriptive analysis and direct observation results in the field. The participants in this research included students participating in the Teaching Campus program, teachers at SDN 2 Pujokerto. The results of the research show that student participation has significantly increased students' interest in reading at SDN 2 Pujokerto. This is demonstrated through creative activities carried out such as the Reading Corner Literacy Activity, visiting the library and making school posters. In addition, there is increased access to reading books that are interesting and suitable for children. This research has the implication that collaboration between universities and schools through programs such as the Teaching Campus can be an effective solution in overcoming the problem of children's interest in reading.

Konsepsi dan Implementasi Penilaian Literasi Membaca Berbasis HOTS dalam Bahasa Inggris

Reading literacy plays an important role in determining one's success in pursuing education, entering the workforce, and navigating daily life. In facing the challenges of the 21st century with increasing globalization and the abundance of information in various forms, the education system needs to prepare students with high-level thinking skills in reading literacy so that they learn to manage and interpret various information critically. This research aims to explore English teachers' conceptions of assessing high-order thinking skills (HOTS) in reading literacy and its implementation. Data were collected through semi-structured interviews with 10 English teachers in Jakarta. The results of the study indicate that teachers define HOTS assessment in reading literacy as higher-order thinking abilities compared to mere recall, referring to the revised Bloom's taxonomy. Most teachers in this study also understand HOTS assessment as evaluating students' abilities to transfer knowledge, think critically, think creatively, solve problems, and engage in metacognition. According to the teachers, HOTS-based reading literacy assessment aims to enable students to think critically, solve problems, and think creatively and innovatively. HOTS questions are formulated by providing texts to students and asking questions that require students to identify implied meanings in the text, draw conclusions based on the provided text, or analyze using various sources. The main challenges faced by teachers in implementing HOTS-based literacy assessment are students' limited vocabulary, students’lack of interest in reading, students’ lack of creative thinking, limited students' abilities, and insufficient time available for learning English.

Examining the relationship between online chatting and PISA reading literacy trends (2000-2018)

Strong claims have regularly been made in the popular media about the alleged negative effects of young people's language use in written exchanges via digital media (what is known as textese). This is especially believed to affect their reading and writing skills. However, the scientific research literature has hardly confirmed such effects. Its conclusions are generally based on cross-sectional comparisons between individuals who differ in how much they exchange written messages via digital media. In contrast, the present study examines to what extent per-country changes in the prevalence of online chatting coincide with changes in the reading literacy of consecutive student cohorts. This approach presents a novel perspective. The findings relate to data from the Programme for International Student Assessment (PISA) surveys conducted during 2000–2018. The data analysis showed a strong correlation between variations in per-country patterns regarding the spread of online chatting during 2000–2018 and changes in the reading literacy of 15-year-olds. Countries with low chatting prevalence in 2009 showed substantial improvement in reading literacy from 2000 to 2009. These trends typically reversed to declines when after 2009, online chatting prevalence sharply increased in those countries. A contrasting pattern applied to countries with high chatting prevalence in 2009 and decelerating growth in online chatting afterward.

PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS

The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students.

Reading Literacy and Academic Performance of Grade 11 Learners Towards the Development of a Study Guide

The study investigated the reading literacy and academic performance of Grade 11 learners towards the development of a study guide. The study aimed to 1) determine the demographic profile of the respondents in terms of their age, sex, and learning strand; 2) analyze a significant difference between the reading literacy of learners when grouped according to their demographic characteristics; 3) evaluate the level of reading literacy of Grade 11 learners in terms of locating information, understanding and evaluating and reflecting, 4) know the academic performance of Grade 11 learners for Academic Year 2022-2023; 5) analyze the significant relationship between the reading literacy and academic performance of learners; 6) determine the significant relationships among the skills in reading literacy of learners; And; What study guide can be proposed to enhance the reading literacy of Grade 11 learners? A correlational research design was used as the research design of the study. Three hundred fifty-one learners from five senior high schools in SDO Bacoor City were used as the respondents. Demographic profiles, reading literacy, and academic performance of learners were obtained through a survey. Results showed that the ability of learners to locate information was found to be very satisfactory. Meanwhile, learners’ understanding, and evaluating and reflecting were found to be fairly satisfactory. It was found that there were significant differences among the reading literacy of Grade 11 learners from various learning strands. A positive correlation between text processing skills and academic performance was also found. Furthermore, significant relationships among these skills were determined. The study recommends ensuring an effective utilization of the study guide created by the researcher to address the needs of the learners on their reading literacy enhancement. Keywords: Reading Literacy, Academic Performance, Study Guide, Grade 11

Can the Merdeka Belajar curriculum really improve students’ reading literacy?

Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.

Образовательные и мотивационные предикторы академических достижений (на материале данных PISA 2018 по чтению)

<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>

Developing Materials for Assessing Reading Literacy and Comprehension of early Graders in Bulgaria and Italy

The paper presents the bilateral project Assessing reading literacy and comprehension of early graders in Bulgaria and Italy, its aims and expected results, as well as the principles underlying the creation of texts assessing reading literacy in Italian and Bulgarian. The ultimate goal of the project is to improve the literacy skills of primary school children through education. In order to contribute to the achievement of this goal, a thorough investigation focused on the assessment of reading literacy and comprehension among early school children in Bulgaria and Italy. The article focuses on the principles for preparing materials in Italian and Bulgarian for assessing reading literacy. The linguistic features used to predict reading ability are divided into four main groups: raw text, lexical, morpho-syntactic and syntactic features.

Rekonstruksi Distribusi Soal Asesmen Kompetensi Minimum Kelas XI Bidang Literasi Membaca Berdasarkan Bentuk Soal

<p><em>Current learning should be able to equip students to have the skills to use life skills in order to develop the potential of students. The goal of national education is to develop the potential of students to become a democratic and responsible Pancasila student profile. One attempt to raise the profile of critical and democratic students is through literacy activities. Kemendikbud organizes assessment activities entitled National Assessment as an evaluation of the education system. The National Assessment is directed at mapping the quality of input, process, and learning outcomes. (AKM). AKM consists of literacy reading and numeration. Previous research has shown that AKM is a tool to measure student skills, not only in mastering content, but also in improving students' ability to think critically and solve problems. In the context of reading literacy, this research will focus on reconstruction of AKM components in reading literature in high school. This research uses a qualitative research method approach to research on the conditions of natural objects. The source of the data in the research is about the AKM field of literacy reading class IX. Data is obtained through observations and interviews with informants. Data analysis techniques by means of data collection, data reduction, data presentation, and drawing conclusions. The results of the research showed that based on the form of the question, the AKM question consists of five forms of the matter: double choice, double choice complex, ridiculous, short filling and description </em></p>

Is social media our new quitline? A descriptive study assessing youtube coverage of tobacco cessation.

Tobacco use and exposure are leading causes of morbidity and mortality worldwide. In the past decade, educational efforts to reduce tobacco use and exposure have extended to social media, including video-sharing platforms. YouTube is one of the most publicly accessed video-sharing platforms. This cross-sectional descriptive study was conducted to identify and describe sources, formats, and content of widely viewed YouTube videos on smoking cessation. In August to September 2023, the keywords "stop quit smoking" were used to search in YouTube and identify 100 videos with the highest view count. Collectively, these videos were viewed over 220 million times. The majority (n = 35) were posted by nongovernmental/organization sources, with a smaller number posted by consumers (n = 25), and only eleven were posted by governmental agencies. The format used in the highest number of videos was the testimonial (n = 32 videos, over 77 million views). Other popular formats included animation (n = 23 videos, over 90 million views) and talk by professional (n = 20 videos, almost 43 million views). Video content included evidence-based and non-evidence-based practices. Evidence-based strategies aligned with U.S. Public Health Service Tobacco Treatment Guidelines (e.g. health systems approach in tobacco treatment, medication management). Non-evidence-based strategies included mindfulness and hypnotherapy. One key finding was that environmental tobacco exposure received scant coverage across the videos. Social media such as YouTube promises to reach large audiences at low cost without requiring high reading literacy. Additional attention is needed to create videos with up-to-date, accurate information that can engage consumers.

A Study of the Philosophy of Education and Analysis of the Principles of Implementing Education according to the Al-Qur’an

The research aims to analyze the principles of implementing education according to the Al-Qur’an. The Al-Qur’an is a source of guidance for Muslims in carrying out their lives, including conducting education. The principles of implementing education are contained in the Al-Qur’an which can be used as a guide for stakeholders and teachers in carrying out their duties. Developing principles for implementing education based on Islamic education philosophy in the Al-Qur’an will produce comprehensive guidance for believers. The research method used in this brief study was a content analysis of the Al-Qur’an to determine the philosophy of educational principles based on the Al-Qur’an. Systematic linguistic analysis in the original Al-Qur’an text and the translation of the Al-Qur’an in English to reveal the principles of educational implementation was carried out. Based on the research results, it can be concluded that there are several principles for implementing education contained in the Al-Qur’an. The first component of the educational principle is reasoning which is promoted in the Al-Qur’an, namely inferential, independent reasoning and facilitated reasoning. The second principle of implementing education is that implementing education is oriented towards developing moral character through various learning process activities or what is called orthopractic theology. The contribution of this research is the discovery of a strong principled basis for implementing education and becoming the basis for hermeneutical research to investigate the philosophy of implementing education based on the Al-Qur’an that can be applied in real life situations. This research has implications for the practice of implementing education in Indonesia. Teachers must pay attention to the learning methods used that can likely optimize students' reasoning abilities and must accommodate methods of remembering, listening and reading literacy activities.

Adolescent Reading Literacy in View of Family Support and Reading Duration in Middle School Students

Adolescent Reading Literacy in View of Family Support and Reading Duration in Middle School Students

Current attitudes on digital interactive fiction and text adventure games within learning contexts: A systematic literature review

This systematic literature review investigated 10 years of scholarly literature (2012-2022) referencing “interactive fiction” (IF) and “text adventure” within educational or learning contexts.  A systematic review protocol containing the following steps was adopted: a) database search with parameters; b) full-text article screening; c) data extraction; and d) thematic analysis.  Seven unique themes emerged from a thematic analysis of 63 high-quality scholarly articles: a) the immersive aspects of “YOU”; b) IF as a creative writing medium; c) improving reading literacy through IF; d) history instruction facilitated through IF; e) learning technology through IF; f) introducing complex topics and issues through IF; and g) building a community around IF.  Results of this study suggest that reading and writing in the nonlinear tradition results in rich, multidisciplinary learning outcomes.  Educators across disciplines are encouraged to consider ways in which they might integrate IF into their curricula to take advantage of the unique and broad benefits of practice.

Exploring school factors of academic achievement in Macau: The application of educational data mining in Progress in International Reading Literacy Study (PIRLS) 2016 assessment

International large-scale assessments, provide structured and static data, and due to their extensive databases, they can be considered as a valuable resource for Big Data in Education. In this paper, we propose an educational data mining approach to detect and analyze factors linked to academic performance in Macau schools using data from the Progress in International Reading Literacy Study (PIRLS) 2016. We conducted a secondary data analysis based on a set of socioeconomic, process, and outcome variables from PIRLS and other sources, and built decision trees to obtain a predictive model of school performance. By doing so, we were able to identify the school and student-level variables that are most significant in predicting student performance in Macau. These findings will be useful for informing educational policy decisions and shedding light on the causes of poor performance in Macau schools. Overall, our study highlights the potential of educational data mining approaches in analyzing large-scale assessment data and generating insights for educational research and practice.

Learning activities used for reading literacy instruction in selected Namibian primary schools

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.