Reading Performance Of Students Research Articles

Evaluating German PISA stratification designs: a simulation study

Stratification is an important design feature of many studies using complex sampling designs and it is often used in large-scale assessment (LSA) studies, such as the Programme for International Student Assessment (PISA), for two main reasons. First, stratification variables that achieve a high between and low within strata variance can improve the efficiency of a survey design. Second, stratification allows one to, explicitly or implicitly, control for sample sizes across subpopulations. It ensures that some parts of a population are in the sample in predetermined proportions. In this study, we determine through simulation which stratification scheme is best for PISA in Germany. For this, we consider the constraints imposed by the international sampling design, the available information about schools, and specific national characteristics of the German educational system. We examine seven different stratification designs selected based on scenarios used in past LSAs in Germany and theoretical considerations for future implementations. The chosen scenarios were compared with two reference scenarios: (1) an unstratified design and (2) a synthetic optimal stratification design. The simulation study reveals that the stratification design currently applied in PISA produces satisfactory results regarding sampling precision. The present stratification design is based on Germany's federal states and school types. However, this approach leads to small strata, which has been problematic for estimating sampling variance in previous cycles. Therefore, alternative stratification scenarios were considered and, in addition to overcoming the small-strata problem, also led to smaller standard errors for estimates of student mean performance in mathematics, science, and reading. As a result of this study, we recommend considering three different stratification designs for Germany in future cycles of PISA. These recommendations aim to: (1) improve the sampling efficiency while keeping the sample size constant, (2) follow a sound methodological approach, and (3) make conservative and cautious changes while maintaining a reflection of the structure of the German federal school system with different school types. These suggestions include a reinvented stratification of grouped German federal states and designs with school types as explicit stratifiers and federal states as implicit stratifiers.

Comparing the Effectiveness of Face-to-Face and Virtual Phonological Awareness Training in Reading Performance of Students with Dyslexia during COVID-19 Pandemic

The study aimed to compare the effectiveness of face-to-face and virtual phonological awareness training in the reading performance of students with dyslexia during the COVID-19 pandemic. For this purpose, 90 students with dyslexia were selected by convenience sampling and assigned to two experimental (face-to-face and virtual) groups and a control one. The reading and dyslexia test and Wechsler Intelligence Scale) were used for data collection, and the data were analyzed using ANCOVA. The results revealed a significant difference in the reading performance of the experimental and control groups. . , Phonological awareness training significantly influenced the reading performance of students with dyslexia..

Investigating the factors affecting the PISA-based test performance of Asian students

Purpose ― This study investigates the factors affecting the learning outcomes of Asian students. Methods ─ The effects of both educational inputs and economic and socioeconomic variables on the PISA scores of 10 Asian countries (Hong Kong, Indonesia, Japan, Singapore, Macau, Korea, Turkey, Israel, Qatar, and Thailand) for the years 2006, 2009, 2012 and 2015 were examined using unbalanced panel data. Findings ─ The results show that country-level economic factors strongly affect academic achievement. Furthermore, country-level economic factors dominate the other explanatory factors in the numerical and statistical sense. Implication ─ The findings provide valuable information for educators, policymakers, and researchers aiming to develop efficient educational strategies to improve educational quality. Furthermore, the results offer policy suggestions for addressing factors that impact the quality of education both at the national and international levels.Originality ─ This research enhances the current body of knowledge by investigating how economic and socioeconomic variables affect students' math, science, and reading performance, particularly emphasizing Asian countries.

Accomplishing feedback through inscription during reading assessment interaction

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Psychometric properties of the reading self-efficacy scale in Peruvian students aged 10 to 16 years

BackgroundReading self-efficacy is a key factor for students’ academic performance and motivation and given the low reading performance of Peruvian students compared to the average, it is crucial to understand and improve their reading self-efficacy.ObjectiveTo evaluate the psychometric properties of the Reading Self-Efficacy Scale in a Peruvian sample.MethodologyUsing a sample of 560 students aged 10 to 16 (M = 13.5, SD = 1.93), confirmatory factor analysis (CFA) and gender-specific invariance analysis were conducted.ResultsA two-dimensional, second-order model was taken into consideration. Significant differences were discovered in gender invariance, suggesting that the scale is comparable between the genders.ConclusionThe validation of the Reading Self-Efficacy Scale in the Peruvian context provides a useful tool to assess and develop Peruvian students’ reading self-efficacy, with implications for professional practice and educational policy.

Gender Differences in Chinese EFL Learners’ Comprehension When Reading Across Mediums

As the reading medium shifts from paper to digital devices, there is a notable change in readers’ habits, moving from traditional printed formats to electronic forms. While extensive research has been conducted on gender differences in traditional print reading, studies focusing on gender disparities in mobile reading comprehension are rather limited. This research employed cross-sectional quantitative methods to explore gender differences in comprehension through both print and smartphone-based reading tests. Data was gathered from 190 undergraduates at a local university in China through reading comprehension tests. Participants’ reading results were analyzed using SPSS software for comparison. The findings indicate no significant difference in reading achievements between male and female participants on both paper and smartphone platforms. However, the study found positive trends in female students’ performance on both mediums. The disparity in the mean difference between male and female students’ reading scores was larger in smartphone-based tests, which indicates that digital mediums could either enhance reading performance in female students or potentially have a negative impact on male students.

Read to Live Program on Reading Performance Among High School Learners in Pasian National High School

This study “Read to Live” Program on the reading performance of Pasian National High School secondary school students aimed to 1.) describe the reading level in the “Read to Live” program based on the knowledge, vocabulary, language structure, verbal reasoning and literacy; 2) determine students’ reading performance in word recognition and reading comprehension; 3.) identify significant differences between the “Read to Live” program and students’ performance in word recognition and reading comprehension. The respondents were seventy-two (72) Junior High School students. Modified questionnaires about students’ characteristics were given to the respondents and Phil-IRI was used to determine their reading level. Data used an experimental study design to be collected using frequency, percentage, mean, standard deviation, and T- test. The results showed a positive response to the reading attitude and reading attitude of the respondents. Furthermore, the profile of the respondents, apart from the study behavior, influenced the performance of the respondents. Moreover, the “Read to Live” program affected the reading performance of the respondents in several areas. The researcher recommends that DepEd officials, administrators, parents and stakeholders should work together in dealing with the lack of literacy among students. An intensive reading training adapting unified reading materials was applied to thirty-two (32) females and forty(40) males in Pasian National High School. Similar studies could be conducted but focused on different reading interventions appropriate to students’ reading levels and interests as well as students’ reading comprehension and communication skills.

Improving Reading Literacy Rate of ALS (Alternative Learning System) Students Through Casaup-Literacy Program

ne of the imminent programs the government instituted for this concern is the Alternative Learning System (ALS) which aims at providing opportunities for students who are not succeeding in the traditional classroom setting to obtain academic credit, career exploration activities, and extended teacher/peer support in an alternative setting where the ultimate goal is that obtaining a diploma. The study aimed to determine the reading levels of the respondents before and after the administration of a reading intervention program. The Reading program was conceptualized as an extended service to enhance the reading abilities of the ALS students. It employed the descriptive type of research to gather facts and information regarding the reading performance levels of the respondents. The respondents of the study consisted of 70 students from ALS Program of the DepEd ALS Program. The researchers utilized the Functional Literacy Test (FLT) a standardized reading assessment tool which was administered before the intervention and after the reading program. T-test was used in the treatment of the data. Based on the findings; generally, the respondents’ age ranges from 15-23 with a minimal percentage of the ages 42-51. This shows that students tend to stop their education after attending basic education. The mean results of the pre-test which is 4.0294 are far behind the results of the post-test, which is 9.4411 mean, this indicates a highly significant difference is evident in the statistical treatment. A t-value of -29.583 resulted and a p-value of 0.000 was obtained from the data. This proves a high significance is displayed in the results and that the intervention program has proven its effectiveness in the reading performance of the ALS Students.

Friday Reading Habit as Strategy to Increase Reading Performance of Grade 7 Students of San Isidro National High School

The research was designed to determine the Friday reading habit as strategy to increase reading performance of G7 students of SINHS 2016 – 2017. This study adopted a qualitative data and quantitative collection approach to analyze Friday Reading Habit as an Evaluation Tool to Increase Reading Performance of G7 Students of San Isidro National High School (SINHS). Three research techniques of data collection were utilized in this study to ensure reliable data results and adequate descriptions of the phenomena: the pre -reading test and the post – reading test results, and observations. The researchers found out that the Friday reading habit as strategy has increased significantly the reading performance of the selected G7 students of SINHS. The target respondents for this study were the Selected G7 students of SINHS. 2 heterogeneous sections were utilized in conducting the pre – post reading test. , in practicing the Friday reading habit, it shows that it was evidently successful for there was a great increase with the performance of the selected grade 7 students of San Isidro National High School. The study shows that after having the treatment of the Friday reading habit as strategy, 2% was added to the independent reader, while 14 % was added in the instructional level and frustration level decreased 16%; (2) The majority of the respondents are experiencing the lack of parent’s assistance, their parents have no time for them to review and reinforce what they did not understand in school lessons and their laziness and lack of interest in reading; (3) The study shows a high difference on the performance of the students after having the treatment of a Friday Reading habit as strategy to increase reading performance of the selected G7 students of SINHS. It clearly shows that having this tool will successfully make students reading performance be enhanced. After a thorough analysis of data, the following recommendations are hereby made: (1) Development of more reading instructional materials which are validated by the Master Teacher to be more reliable; (2) Development of a Computer Language Learning Materials to improve learning attention and retention of the students; (3) Utilize the Friday Reading Habit as an evaluation tool to increase reading performance of the students; and (4) To validate the reliability of this study, more parallel studies in different learning competencies are encouraged.

Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

AbstractThis cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities supporting consolidation of reading and spelling skills in the spring. In contrast, higher average word reading skills in the classrooms in the autumn were associated with higher amount of independent meaning-focused activities in the spring. Higher extent of whole-group meaning-focused activities in the autumn was positively associated with reading comprehension at classroom level in the spring, whereas independent phonological recoding practice in the autumn was negatively associated with reading comprehension in the spring. The study provides novel understanding of the associations between students’ reading performance and literacy instruction especially showing how students’ reading skills at classroom level may inform instruction in the classroom. This information may guide teachers to adapt their instruction at classroom level but also to identify the students needing differentiation. The results also acknowledge the affordances and limitations students’ skills may set for the instruction.

Predicting Student Performance: Analyzing Socio-economic and Personal Factors

The purpose of this study is to predict student performance in Mathematics, Reading, and Writing exams by analyzing a comprehensive dataset containing student profiles and exam scores. Python's data processing and machine learning libraries are utilized for data analysis and modeling. The dataset is explored, followed by data preprocessing that includes feature encoding and standardization. Support Vector Regression (SVR) is employed as a multi-target regression model to train and evaluate the model for predicting student exam scores. Feature importance analysis and visualization of prediction errors are performed to gain deeper insights into student performance. The results demonstrate significant correlations between factors such as gender, lunch type, ethnic group, and parent education level with exam scores. The prediction model performs well on the test dataset and effectively predicts student exam scores in different subjects. The findings of this study provide valuable insights for educational decision-making and promote personalized and effective education.

The Nation’s Charter Report Card: A New Ranking of States by Charter Student Performance

ABSTRACT Five groups rank state charter school environments according to their laws, regulations, funding, and other characteristics, but none rank states by charter student performances on a national test. We rank states by demographically adjusted math and reading performances of charter students in 4th and 8th grade for the period 2009 to 2019 on the National Assessment of Educational Progress. State positions correlate (0.33) with standings for all public-school students. Overall charter standings correlate with subgroup rankings: Black (0.92), Hispanic (0.77), lower-income (0.95), lower-education (0.92), urban (0.97), non-urban (0.74). Nonprofit schools in networks outperform for-profit and stand-alone schools.

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

AbstractDespite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127–150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259–267, 2007), very few studies have examined the current reading practices experienced by children with ASD in the schools. This mixed-method study reports on the observed reading instruction and reading performance of students (N = 39) with autism spectrum disorder (ASD) in grades 4–8 (ages 9–14 years.) across two separate geographic regions of the USA. Data collection included systematic observations of tier 1 and tier 2/3 reading instruction. Students were also assessed with standardized measures of word recognition, language, and reading comprehension. The purpose of this investigation was to contribute to the limited corpus of observation research on reading instruction for students with ASD within the context of describing student performance on battery of standardized measures. A total of 168 lesson sessions totaling 7497 min of observed class time were completed and the battery of measures were administered to students. Results of the observations indicated that 44–48% of instructional time across different tiers of instruction were dedicated to comprehension monitoring consisting of answering teacher directed questions. Minimal amounts of time were dedicated to word recognition instruction. According to findings from the assessment battery, approximately 46% of students had below average scores on word recognition and reading comprehension measures. Study findings suggest a mismatch between student needs and the manner in which they were addressed.

Early Childhood Education Attendance and Students’ Later Outcomes in Europe

Abstract The importance of investments in early childhood education (ECE) has been widely documented in the literature. Among the benefits, particularly for children from disadvantaged backgrounds, is its potential to mitigate educational inequality. However, some evidence also suggests that the positive effects of ECE on later outcomes tend to dissipate over time, leaving children who attended such programmes no better off academically than those who did not. This paper studies the relationship between students’ years spent in ECE, from 0 to before starting primary school, and the results of their educational assessment outcomes at age 15. Using PISA survey data for 14 European countries from 2015 to 2018, we conduct a cross-country comparison of student performance in reading, mathematics, and science, correlating the results to the duration of ECE attendance. Our findings show that duration in ECE is associated with better assessments at age 15, but that the benefit is nonlinear and peaks at 3–4 years of attendance. Gender and migration background are associated with student performance on the assessments; but we don’t find evidence of heterogeneity in the relationship between ECE duration and test outcomes based on gender and migration background. Instead, we document differential effects of ECE duration according to age of entry to ECE, mother’s education, and the type of educational system attended.

The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities

BackgroundMany schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes. AimsThis study aimed to examine the relative impact of the pandemic on reading performance in United States (U.S.) for students with and without disabilities. Methodsand procedure: In this interpretive analysis, we compared the progress of a large sample of students (n = 219,500) by using the National Assessment of Educational Progress (NAEP) data, in two grade levels (Grades 4 and 8), with and without disabilities, at two time points (2019 and 2022). Outcomes and resultsStatistically significant decreases were identified on the reading outcomes of students in U.S. Students without disabilities experienced a significant decrease in their reading outcomes pre- and post-pandemic, compared to students with disabilities (SWDs). Conclusions and implicationsWe discuss the effects of the COVID-19 pandemic on students’ reading performance and the implications for effective reading instructions in the future.

The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19.

The contributions of emergent literacy skills to reading and writing development have been evidenced in different linguistic contexts. The worsening of the Brazil literacy scenario during the pandemic denoted the importance of a better understanding of these contributions' specificities in Brazilian Portuguese to support evidence-based mitigation strategies. This study aimed to analyze the associations between emergent literacy components (emergent writing, alphabet knowledge, vocabulary, and phonological awareness) and word/pseudoword reading and spelling performance in first grade students during COVID-19. A total of 42 children (Mage = 6.29 years, SD = 0.45, 52.4% female) participated remotely in this study. Correlations and multilinear regression analyses were conducted. The results show significant associations between emergent literacy components and reading and spelling performance. Stronger associations were found with specific emergent skills such as letter writing, spontaneous writing, letter-sound production, and alliteration. Regression models indicated that children's performance in early literacy skills explained 49% of the variance in reading and 55% of the variance in spelling. This study highlighted the role of emergent writing and alphabet knowledge as reading and spelling predictors during literacy acquisition in Brazilian Portuguese. Implications for educational context and directions for remediating the negative impact of the pandemic on learning were discussed.

Identifying the contextual factors related to the reading performance of Moroccan fourth-grade students from a Machine Learning-based Approach.

Identifying the contextual factors related to the reading performance of Moroccan fourth-grade students from a Machine Learning-based Approach.

Factors Associated with Reading Performance in English

Aims: Reading, Writing, and Arithmetic are three essential skills a pupil should learn and acquire. The purpose of this study was to identify factors associated with pupils’ reading; the pupils’ level of reading performance and the significant relationship between the level of reading performance and factors associated with reading performance.
 Study Design: The study employed Content Analysis with Descriptive Correlation.
 Place and Duration of Study: The study was conducted in selected schools in the division of El Salvador City during the school year: 2022.
 Methodology: The respondents were all the One hundred-twenty (120) Grade 3 pupils at the selected schools in El Salvador City. This study used a researcher-modified survey questionnaire that underwent validity and reliability testing.
 Results: The results showed that pupils’ reading performance was at a Frustration level, while factors associated with reading performance were rated as Unlikely. It was concluded that pupils' reading performance was significantly correlated to reading performance. Thus, it must be given consideration and attention. The researcher recommends that parents, teachers, and stakeholders should unite in providing and supporting reading-related activities and interventions for better performance and outcomes.
 Conclusions: As was clearly illustrated in data analysis and results, in conclusion: According to the results of the student's reading performance, the majority of the students are still experiencing frustration. This performance is still regarded as being quite poor. While the reading materials are accessible at home, parents have less time to monitor and support their children. As a result of being alone or receiving less support and attention from their family members at home, students may develop negative attitudes toward reading and poor study habits. There was a strong correlation between the student's reading ability and the elements that affect reading ability. As a result, elements related to reading ability are important for how well they read in English. Based on the findings and conclusion of the study, it is recommended that: Due to the students' alarming reading performance, teachers, parents, and stakeholders must collaborate to establish reading programs and activities for the students. The best solution to whatever pupils' problem is a collaboration between teachers and parents. Teachers might think about stressing to parents and other stakeholders how important it is to help, mentor, and give time to their kids so they feel supported in their academics and problems. The students will get inspiration and self-assurance in this way as they understand that their families are behind them. To help instructors deliver reading activities and services and to motivate and engage stakeholders in creating a better teaching and learning environment, administrators may consider workshops and training sessions, particularly on various reading methods and interventions.

THE ROLE OF REAP (READ, ENCODE, ANNOTE, AND PONDER) TECHNIQUE IN TEACHING READING COMPREHENSION AT ONE STATE SENIOUR HIGH SCHOOL OF SINTANG

Abstract: This research focused on solving the students’ difficulties in understanding the meaning and finding information from a text. The objective of this research was to recognize the improvement of the student’s participation and the student reading performance in teaching reading comprehension through REAP technique. The research design used was Classroom Action Research (CAR). The data was collected using; observation, interviews, tests, and documentation. The findings showed there was an improvement in student’s ability to comprehend a reading text. The student’s involvement in teaching and learning activities improved as well. Most of the students gave a positive response to the teaching-learning process. It could be concluded that the REAP technique was useful to be used in teaching and learning reading comprehension at one state senior high school. The students became active and began to think critically. REAP technique can be an alternative as a teaching medium specifically for reading comprehension. Keywords: Reap Technique, Reading comprehension, Classroom Action Research

Classroom Teachers' Bias in Assessing Disadvantaged Primary School Students' Reading Comprehension Skills

It is known that the reading performance of disadvantaged students is lower when compared to non-disadvantaged students. It has always been discussed that being disadvantaged affects teachers' bias in scoring students' reading performance. Therefore, the existence and effect of the teacher factor in the low level of reading performance of students in disadvantaged groups is worth investigating. The reading comprehension skills of disadvantaged and non-disadvantaged fourth grade primary school students were assessed in this study. Moreover, whether the classroom teachers were biased in scoring the reading comprehension skills of the disadvantaged students were also investigated. The reading comprehension skills of 48 students, 13 of whom were disadvantaged and 35 were non-disadvantaged, were assessed by three classroom teachers (raters) using an analytical rubric. The data were analyzed using the Many-facet Rasch measurement model. It was found that the classroom teachers were biased in evaluating the reading comprehension skills of disadvantaged students. Likewise, the reading comprehension levels of the non-disadvantaged students were higher than the disadvantaged students.