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

• Authors: Geske A. , Ozola A.
• 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.

Keywords

EN

READING LITERACY (LATVIA); SURVEY OF TEACHERS; TEACHING-RELATED FACTORS

Discipline

• EDUCATION: EDUCATION

• Publisher: EPC Ltd (Economic Prognosis Centre), Riga, Latvia (till March 2009 - Institute of Economics, Latvian Academy of Sciences, Ltd)
• Journal: Humanities and Social Sciences: Latvia
• Year: 2007
• Issue: 3(52)
• Pages: 58-74
• Document type: ARTICLE

Contributors

author

Geske A.

author

Ozola A.

• A. Geske, University of Latvia, Faculty of Education and Psychology, 74/76 Jurmalas gatve, Riga, LV 1083, Latvia

Identifiers

CEJSH db identifier

08LVAAAA03807618