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2007 | 3(52) | 58-74
Article title

ANALYSIS OF FACTORS THAT ARE ASSOCIATED WITH A HIGH LEVEL OF READING LITERACY: THE IEA PIRLS PERSPECTIVE

Authors
Title variants
Languages of publication
EN
Abstracts
EN
According to recent international comparative studies on education (PIRLS 2001, TIMSS 2003), fourth-grade pupils in Latvia have relatively very good literacy skills and a high level of education in mathematics and natural sciences. A broad range of pupils achievement means that there are pupils with a high and low level of reading literacy in Latvia. The same can be said about the average level of education - there are classes with a high and low average level of education. Reading literacy is complicated. The aim of this paper is to determine which teaching-related factors facilitate reading literacy in classes with the highest achievements. The study analyses quantitative data on literacy classes which were obtained in a survey of teachers conducted in 2006 within the framework of Progress in International Reading Literacy Study (PIRLS); quantitative data were obtained from interviews with the best primary school teachers in Latvia. During the study, the authors came to the conclusion that reading literacy is a complicated phenomenon which is influenced by the following factors: the number of pupils in a class, cooperation between parents and teachers, availability of specialists, and the ability of teachers to motivate pupils to study.
Contributors
author
author
  • A. Geske, University of Latvia, Faculty of Education and Psychology, 74/76 Jurmalas gatve, Riga, LV 1083, Latvia
References
Document Type
Publication order reference
Identifiers
CEJSH db identifier
08LVAAAA03807618
YADDA identifier
bwmeta1.element.a3e31947-d685-3d96-98e1-f38caadbeac3
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