Learning strategies and reading performance: PISA 2009 results for Poland
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Reading is often central to educational research since its mastery is usually considered a prerequisite and vital to wider study. Reading gaps, however, are frequently reported, not only between countries, but also nationally, (e.g., between boys and girls or students with different socio-economic backgrounds). This paper focuses on effective learning strategies that can help narrow those gaps. For new insight into the effectiveness of various reading strategies, the PISA 2009 data for Poland were analysed. The intention was to study association between different strategies and reading performance and its relation to gender, socio-economic background and reading achievement level. Using linear regression and quantile regression models, some strategies, e.g. summarising, were identified as more effective and others were even counter-productive, e.g. memorisation. The observed effects varied between performance levels and according to gender, especially for strategies negatively associated with performance. This evidence suggests that although some strategies may be of equal benefit to all learners, others are potentially harmful to certain groups of students.
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