Start Date
4-9-2023 10:45 AM
End Date
4-9-2023 11:45 AM
Subjects
Reading comprehension, Literacy education, Family environment, Early experience, Early childhood education, Large scale assessment
Abstract
The Progress in International Reading Study – PIRLS for short – has been running since 2001, with Australia joining in 2011. Along with a well-researched measure of students’ reading comprehension, PIRLS includes a number of questionnaires for students, teachers, principals and parents/guardians that provide background and context for students’ performance in the reading assessment. This presentation will provide educators with an introduction to PIRLS and discuss what PIRLS can tell us about various home, attitudinal and behavioural factors that relate to Year 4 students’ performance in the PIRLS reading comprehension assessments.
We will discuss relationships between reading scores and factors including:
- early literacy activities at home (such as telling stories, playing word games or reading aloud signs)
- participation in early education programs
- attitudes towards reading (student reports of enjoyment of and confidence in reading, parents’ and teachers’ enjoyment of and frequency of reading for pleasure)
- current reading behaviours (as reported by students)
- classroom strategies and activities.
Results from multiple cycles of PIRLS and PISA (Programme for International Student Assessment) will be presented to allow exploration of changes in attitudes towards reading, and what this might mean for reading performance. We will discuss strategies for home and in early education that may help set the foundation for young people to become enthusiastic and proficient readers.
Recommended Citation
Hillman, K. (2023, September 4). The journey to becoming a reader: Relationships between home activities, attitudes and reading [Conference presentation]. Research Conference 2023: Becoming Lifelong Learners. Australian Council for Educational Research, Sydney, Australia. https://research.acer.edu.au/rc21-30/rc2023/rc2023/12
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Language and Literacy Education Commons
The journey to becoming a reader: Relationships between home activities, attitudes and reading
The Progress in International Reading Study – PIRLS for short – has been running since 2001, with Australia joining in 2011. Along with a well-researched measure of students’ reading comprehension, PIRLS includes a number of questionnaires for students, teachers, principals and parents/guardians that provide background and context for students’ performance in the reading assessment. This presentation will provide educators with an introduction to PIRLS and discuss what PIRLS can tell us about various home, attitudinal and behavioural factors that relate to Year 4 students’ performance in the PIRLS reading comprehension assessments.
We will discuss relationships between reading scores and factors including:
- early literacy activities at home (such as telling stories, playing word games or reading aloud signs)
- participation in early education programs
- attitudes towards reading (student reports of enjoyment of and confidence in reading, parents’ and teachers’ enjoyment of and frequency of reading for pleasure)
- current reading behaviours (as reported by students)
- classroom strategies and activities.
Results from multiple cycles of PIRLS and PISA (Programme for International Student Assessment) will be presented to allow exploration of changes in attitudes towards reading, and what this might mean for reading performance. We will discuss strategies for home and in early education that may help set the foundation for young people to become enthusiastic and proficient readers.