Home Book Reading and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS)

Autor/inn/en	Araújo, Luisa; Costa, Patricia
Titel	Home Book Reading and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS)
Quelle	In: Educational Research and Evaluation, 21 (2015) 5-6, S.422-438 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1111803
Schlagwörter	Foreign Countries; Reading Achievement; Family Environment; Reading Habits; Books; Preschool Children; Preschool Education; Grade 4; Elementary School Students; Parents; Parent Background; Educational Attainment; International Assessment; Achievement Tests; Reading Tests; Reading Aloud to Others; Socioeconomic Background; Family Literacy; Cultural Capital; Educational Policy; Predictor Variables; Questionnaires; Statistical Analysis; European Union; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Leseleistung; Familienmilieu; Reading habit; Lesegewohnheit; Book; Buch; Monographie; Monografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 04; 4. Schuljahr; Schuljahr 04; Eltern; Elternhaus; Bildungsabschluss; Bildungsgut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Sozioökonomische Lage; Politics of education; Bildungspolitik; Prädiktor; Fragebogen; Statistische Analyse
Abstract	Home shared book reading during the preschool years is a strong predictor of students' reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education and the reading achievement of 4th-grade students whose parents have high and low education levels in 22 European countries. Using data from the Progress in International Reading Literacy Study (PIRLS 2011), we show that the contribution of shared reading for the achievement of students from distinct SES backgrounds is different in different countries and that shared reading does not always benefit more children from low-SES backgrounds. Results are discussed in light of Sénéchal's home literacy model, the dynamics of cultural capital, and current policy efforts to support children's literacy development in European countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01