The dimensional structure of reading assessment tasks in the IEA reading literacy study 1991 and the Progress in International Reading Literacy Study 2001

The study investigates measurement properties of the reading assessment tasks used in the IEA 1991 Reading Literacy (RL) study and the Progress in International Readings Study (PIRLS) 2001 study. The analysis is based on data from the Swedish PIRLS study, comprising 16,676 students in grades 3 and 4. As an extension to the basic design, not only the PIRLS tasks were administered, but each student also completed 1 of the 2 booklets from the 1991 study. Using missing-data modeling techniques, confirmatory factor analysis models were estimated and tested for the complete set of reading tasks. Results show that both sets of tasks measure comprehension of reading continuous text, but that each of them also represents unique sources of variance. In the RL instrument, reading speed is one such component, and performance on tasks from the documents domain is another. The PIRLS tasks are influenced by the requirement to produce constructed responses. It is also demonstrated that the shared context among items referring to a particular text is a source of systematic variance.     

Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS)

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.     

The influences of inductive instruction and resources on students' attitudes toward reading: evidence from PISA 2009

The declining trend in the positive reading attitude of students' has concerned scholars. This paper aims to apply a 3-level hierarchical linear model to analyse how inductive instruction and resources influence both students' positive and negative attitudes towards reading. Approximately 470,000 15-year-old students, and their school principals, from 65 countries completed a questionnaire, which was designed by the Programme for International Student Assessment (PISA). In line with previous research, gender, the student–teacher relationship, online academic searches, and reading habits are correlated with both positive and negative reading attitudes. Multilevel results show that reading attitudes improved when a school provides a context in which inductive instruction has been enforced. The natural log value of gross domestic product (GDP) per capita in a country is statistically significantly negative when associated with a student's positive and negative reading attitudes. Further, in a country with largely unqualified teachers, school-level inductive teaching lowers the negative attitude.     

Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.     

A Review of Methods for Missing Data

This paper reviews methods for handling missing data in a research study. Many researchers use ad hoc methods such as complete case analysis, available case analysis (pairwise deletion), or single-value imputation. Though these methods are easily implemented, they require assumptions about the data that rarely hold in practice. Model-based methods such as maximum likelihood using the EM algorithm and multiple imputation hold more promise for dealing with difficulties caused by missing data. While model-based methods require specialized computer programs and assumptions about the nature of the missing data, these methods are appropriate for a wider range of situations than the more commonly used ad hoc methods. The paper provides an illustration of the methods using data from an intervention study designed to increase students’ ability to control their asthma symptoms.     

Early identification and interventions for dyslexia: a contemporary view

This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy‐makers.     

School‐to‐work transition services for students with disabilities in Malaysia: organisations' views on policy and practices

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school‐to‐work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school‐to‐work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.     

Using Excel for White's Test—An Important Technique for Evaluating the Equality of Variance Assumption and Model Specification in a Regression Analysis

There is consensus in the statistical literature that severe departures from its assumptions invalidate the use of regression modeling for purposes of inference. The assumptions of regression modeling are usually evaluated subjectively through visual, graphic displays in a residual analysis but such an approach, taken alone, may be insufficient for assessing the appropriateness of the fitted model. Here, an easy‐to‐use test of the assumption of equal variance (i.e., homoscedasticity) as well as model specification is provided. Given the importance of the equal‐variance assumption (i.e., if uncorrected, severe violations preclude the use of statistical inference and moderate violations result in a loss of statistical power) and given the fact that, if uncorrected, a misspecified or underspecified model could invalidate an entire study, the test developed by Halbert White in 1980 is recommended for supplementing a graphic residual analysis when teaching regression modeling to business students at both the undergraduate and graduate levels. Using this confirmatory approach to supplement a traditional residual analysis has value because students often find that graphic displays are too subjective for determining what constitutes severe from moderate departures from the equal variance assumption or for assessing patterns in plots that might indicate model misspecification or underspecification.     

对高职英语阅读教学中的技能强化研究

通过教学反思和学生的教学反馈意见,基于英语阅读教学基本要求和学生对英语阅读技能的渴望。研究在高职英语阅读教学中运用自下而上模型、自上而下模型和交互式模型三种阅读模型的理论强化学生的英语阅读技能。     

高校图书馆在建设校园阅读文化中的策略分析

本文通过分析高校阅读情况现状,并结合校园阅读文化的内涵和高校图书馆工作的实际情况,探讨高校图书馆建设校园阅读文化的优势和作用,总结了高校图书馆建设校园阅读文化的策略。