Reading Achievement Of Students Research Articles

The Students’ Motivation and Grit As Predictors on Reading Achievement

The objective of this study is to examine the relationship between students' reading motivation and their reading achievement, as well as the relationship between students' grit and their reading achievement. Additionally, this study aims to explore the interplay among students' motivation, grit, and reading achievement. In this research, the researcher employed two types of motivation: intrinsic and extrinsic, and two types of grit: consistency of interest and perseverance of effort. This research is a quantitative correlational study with the population consisting of fifty-five students in the sixth semester of the S1 English Study Program Regular A of Tanjungpura University in Pontianak in the academic year of 2021/2022 who already took two reading courses (intensive reading and reading skill development) on their past semesters. Data were collected using questionnaires. The questionnaires consisted of 40 reading motivation items and 8 grit items on a 4 Likert scale ranging from “Very Different from Me” to “A lot Like Me”. Based on the research findings, there is a correlation with reading achievement (r= 0.551). There exists a positive connection (r=0.748) among grit and reading achievement. Additionally, it is noteworthy that there exists a good association between an individual's motivation to read and their level of perseverance and passion towards achieving success in reading (r=0.758). The study's major findings indicate a favorable correlation between the motivation and grit of great performers. There exists a positive correlation between an individual's level of motivation and grit and their level of achievement.

The association between teacher-to-teacher relationships and student achievement: a meta-analysis

ABSTRACT In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.

Accelerating Literacy for Adolescents (ALFA): Evaluating ALFA Lab Using a Regression Discontinuity Study

This article investigates the impact of assignment to the Accelerating Literacy for Adolescents (ALFA) Lab, an additional semester-long class taken during an elective period, on ninth-grade student reading achievement, motivation, and frequency. We conducted a regression discontinuity (RD) study where 1,378 students from diverse high schools in four states over 3 years were assigned either to the treatment (ALFA, n = 540) if their score on a pre-assignment reading measure fell below a threshold cutoff or to business as usual (BAU, n = 838) if they scored at or above the cutoff. The study found positive but nonsignificant effects on reading achievement, motivation, and frequency. Bayesian sensitivity analyses suggest that positive effects are more likely than not. We discuss several issues that may have contributed to the failure to detect significant impacts: Student absences, student attrition, and limited instructional time due to the COVID-19 pandemic.

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.

Stimulating The Reading Proficiency Of 10th Grade Students Through The Application Of Wordwall In Recount Text

The study aims to evaluate the efficacy of the Wordwall application in stimulating reading skills among tenth-grade students at X-10 in SMA 1 Sutojayan. It employs a pre-experimental design with a one-group pre-test and post-test methodology, following a quantitative research framework. The process includes three stages: 1) pre-test, 2) treatment, and 3) post-test. To ensure data reliability, tests were piloted on students with similar proficiency levels. Data collection involved administering tests, and statistical analysis. Results showed a significant improvement in student reading achievement, with scores increasing from 77.24 to 86.24 after implementing the Wordwall application for recount text instruction. The paired sample t-test showed the distinction (p = 0.000), underscoring the Wordwall application's effectiveness in enhancing recount text reading achievement among tenth-grade students at X-10 in SMA Negeri 1 Sutojayan Blitar.

School Leadership Capacity and Student Achievement: A Study of High Schools

Organizationally, what does not get measured is not prioritized or improved. Unlike student outcomes, the leadership environment that produces the results is rarely examined for its merit and impact. In this study, a quantitative survey gathered information to investigate the impacts of leadership capacity constructs on academic achievement. Principals from 161 public high schools and their schools provided the data (leadership capacity, demographics, and reading and math scores). Data were analyzed using descriptive, correlational, and regression statistics. Findings indicated significant high correlations among leadership capacity variables, significant relationships between school demographics (total school enrollment, percentage of low-income students, average class size, and attendance) and reading and math scores, and non-significant correlations between leadership capacity and academic achievement. The study delineated specific leadership capacity behaviors within the constructs that predicted student academic achievement in math and reading. The study suggests increased capacity and practice of these leadership behaviors to improve work setting and student achievement.

고등학생 문항유형별 영어읽기전략 사용양상 및 자기효능감에 대한 연구: 고등학교 학습자들의 영어 읽기 성취도를 기반으로

고등학생 문항유형별 영어읽기전략 사용양상 및 자기효능감에 대한 연구: 고등학교 학습자들의 영어 읽기 성취도를 기반으로

Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations

Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challenges exist for nations seeking to encompass attention to students’ volitional reading. In this paper we critically review the growing research evidence in this area by drawing systematically on cognitive psychological studies of reading attainment and motivation, educational studies of classroom practice, and the work of literary scholars and medical professionals. We consider and critique the methodologies deployed and read between the lines, exposing contradictions and complexities across this interdisciplinary field before considering the demands of operationalising this agenda in education. Through a dual focus on England and Australia, where, exemplifying international trends, young people’s voluntary reading continues to decline, we examine difficulties and dilemmas which play out in policy and practice contexts. Our points of commonality and comparison surface key issues for consideration in countries working to reconcile the push and pull of performativity and reading for pleasure agendas in order to nurture children’s volitional reading. To conclude, we examine ways forward for research, policy and practice which deserve increased global attention, and offer future-focused recommendations to advance this significant social justice agenda.

Welfare state policy and educational inequality: a cross-national multicohort study

Abstract Proponents of welfare policy have argued that publicly funded early childhood education and care (ECEC), paid parental leave, and family benefits spending can weaken the influence of social background on educational outcomes by providing a supplementary source of early investment that particularly benefits disadvantaged families. We analyze whether the welfare state context in which children spend their early childhood (ages 0–5) moderates the association between parental educational attainment and the child’s educational achievement at age 10. We combine data from two large-scale international student assessments with data about welfare state policies. Results from multilevel models show that countries with higher public ECEC spending and higher family benefits spending exhibited a weaker association between parental education and student math achievement. Countries with longer parental leave exhibited a stronger association between parental education and student math, science, and reading achievement. Findings provide evidence of the mixed role of welfare state policies for social inequality in student achievement.

The impact of observable and perceived features of instruction on student achievement

This study explored to what extent observable and perceived features of language arts instruction could explain variance in student reading achievement in lower secondary school. Data from classroom observations (using PLATO) and student surveys (using Tripod) were collected to examine the relationships between dimensions of teaching and student achievement gains (N=601). A combination of instructional features that provide coherence and consolidation of new knowledge were found to be positive predictors of reading achievement. The majority of features examined, however, did not significantly explain variance in achievement. We discuss the findings with respect to expected theoretical assumptions and potential measurement limitations.

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis

Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of g = 0.29 was found. Implications for future policy and practice are presented.

Catholic and Public Schools Compared: Examining Achievement Growth in an Urban Center

Catholic school achievement studies often use national data to consider how Catholic and public school students compare. Catholic school governance resides at the school level and achievement comparisons likely vary by city. Catholic school research from the 1980s and 1990s suggested a Catholic school advantage, but few studies have sought to update this literature due to a lack of comparable data. We use standardized assessment data from the early 2000s to provide a citywide, point-in-time comparison of student achievement in math and reading in Catholic and public elementary schools. Matching methods allow us to measure differences, comparing similar students in similar schools, and we find no consistent differences during this period.

School closure policies and student reading achievement: evidence across countries

The COVID-19 pandemic disrupted education worldwide as educational systems made the decision to close schools to contain the spread of the virus. The duration of school closures varied greatly internationally. In this study, we use international variation in school closure policies to examine the effects of school closures on student achievement. Specifically, we use representative trend data from more than 300,000 students in 29 countries to examine whether the length of school closures is related to changes in student achievement before and after the outbreak of COVID-19. We observe a significant and substantial negative effect of school closures on student reading achievement. This school closure effect remains even after controlling for measures of pandemic severity such as infection rates, vaccination policies, and a measure of lockdown stringency. The estimated effect implies that a year of school closures corresponds roughly to the loss of a little more than half a school year of learning. This effect is even more pronounced for socioeconomically disadvantaged students and those without home computer access.

Teaching Reading Using Storyberries for Indonesian Young Learners

Teaching reading for young learners in this 21st-century learning demands teachers to be creative and consider the educational effect on students through technology-enhanced language learning. Therefore, the characteristics of students categorized as young learners should be considered, so the process of designing teaching scenarios, including the material and media, can be administered right on the target. At this point, teaching reading as one of the parts of literacies in the EFL context challenged teachers to simultaneously build students' reading motivation and ability in this digital era. This mixed-method study involved 31 young learners in one primary school in Yogyakarta, Indonesia. This study had two research questions: 1) How is the student's reading activity during the implementation of Storyberries? And 2) How is the student's reading achievement after being taught using Storyberries? Storyberries, a treatment used in this study, was a free online audiobook that provides many short stories that can be adjusted to readers' age, the duration of reading need, and reading interest. The design used in this study was an Exploratory Sequential Design, where the qualitative method preceded the quantitative one. The instruments used in this study were classroom observation sheets and tests. The three concurrent flows as a triangulation technique were used to analyze the qualitative data, while normality and descriptive statistics using SPSS version 25 were administered to analyze the quantitative data. The study's findings revealed that teachers used good pedagogical aspects to integrate Storyberries into the reading classroom and successfully enhanced students' reading motivation and proficiency. This pedagogical impact is expected to be implemented to the broader scope of teaching reading for young learners' needs.
 Keywords: Teaching reading; storyberries; young learners

The structural relations among learning environment, achievement goals and reading achievement in China: Evidence from PISA 2018

ABSTRACT This study explores structural relations among learning environment, achievement goals and reading achievement in China. The sample contains 12,058 Chinese students from the Programme for International Student Assessment (PISA) 2018 study. Multilevel Structural Equation Modeling (Multilevel SEM) is used for data analysis. The results indicate that competitive learning environment positively predicts reading achievement. Student-centred learning environment positively predicts reading achievement both directly and indirectly. Teacher-directed learning environment negatively predicts reading achievement. Performance goals positively predict reading achievement. To improve student reading achievement in China, school leaders are recommended to create opportunities for teachers to learn how to cultivate student-centred learning environment. Reading teachers in China are recommended to adopt student-centred pedagogy rather than teacher-directed pedagogy in their teaching.

데이터기반개별화(DBI) 한글파닉스 교수가 초등학교 지적장애 학생의 읽기 성취도에 미치는 효과

The purpose of this study was to examine the effects of Data-Based Individualized(DBI) Hangul phonics instruction has on reading achievement(Hangul reading, alphabet knowledge and decoding). Three elementary students with intellectual disabilities in grades 3 to 5 participated in this study furthermore a multi-probe design across participants was used to investigate the effects of both the intervention and maintenance. A researcher provided a DBI hangul phonics program to the student participants 3 times per week, 30 minutes per day a total of 20 to 38 sessions was delivered to the students. Researcher-developed hangul CBM measures were used consistently across baseline, intervention, and maintenance phases in addition standardized tests on alphabet knowledge and decoding were used before and after the intervention. The results of this study showed that the level of hangul reading of the students was improved at the intervention phase compared to its level at the baseline phase, and the effects were maintained after the phase was completed. In addition, post-test scores on alphabet knowledge and decoding were higher than the pre-test scores. However, the degree of improvement of decoding was varied across individual students. These results imply the positive effects of using DBI hangul phonics instruction to enhance reading achievement of elementary school students with intellectual disabilities. Based on the findings-discussion, limitations and suggestions for future research were suggested.

Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis

The number of school librarians has been shrinking in the past few years in part due to the lack of evidence linking them to student achievement. Building on a foundation of correlational studies linking school librarians with student achievement, this study uses a quasi-experimental design that mimics random assignment to treatment and comparison groups through application of a matching technique. Restricted data from North Carolina and propensity score matching was used to compare students who attended school with a full-time certified school librarian to similar students who did not attend schools with a full-time certified school librarian. In addition, this relationship for both reading and math over a four-year time span was examined. Findings include that students who attend schools with a full-time certified librarian score significantly higher on math and reading tests than do matched students who attend schools without a full-time school librarian.

School socio-economic context and student achievement in Ireland: an unconditional quantile regression analysis using PISA 2018 data

BackgroundThe existence of a multiplier, compositional or social context effect is debated extensively in the literature on school effectiveness and also relates to the wider issue of equity in educational outcomes. However, comparatively little attention has been given to whether or not the association between student achievement and school socio-economic composition may vary across the achievement distribution. Furthermore, with limited exception, comparatively little use has been made of unconditional quantile modelling approaches in the education literature.MethodsThis paper uses Irish data from the Programme for International Student Assessment 2018 and employs ordinary least squares regression and unconditional quantile regression empirical approaches to examine the association between school socio-economic composition and achievement. Reading and mathematics achievement are used as outcome variables and models control for a rich set of school and student characteristics.ResultsFindings from the ordinary least squares regression show that, on average, there is a significant negative relationship between school socio-economic disadvantage and student achievement in reading and mathematics having controlled from a range of individual and school-level variables. From a distributional perspective, unconditional quantile regression results show variation in the strength of the relationship between school socio-economic disadvantage and student achievement, particularly in reading, with a stronger association at the lower end of the achievement distribution. Findings illustrate the need to give nuanced consideration to how students with varying levels of achievement may experience a socio-economically disadvantaged context at school. Our findings also draw attention to the benefit of examining variation in the association between achievement and explanatory variables across the achievement distribution and underscore the importance of moving beyond an exclusive focus on the mean of the distribution. Finally, we emphasise the importance of drawing population-level inferences when using the unconditional quantile regression method.

Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy

ABSTRACT This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers’ engagement in professional practices and their self-efficacy.