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Early Literacy Skills and Later Reading and Writing Performance across Countries: The Effects of Orthographic Consistency and Preschool Curriculum
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Majorano, Marinella; Bastianello, Tamara; Bodea-Hategan, Carolina; Fantuzzi, Patrizia; Fontana, Giulia; Hoste, Eddy; Lombardi, Marco; Standaert, An; Talas, Dorina; Trifu, Raluca; Vescogni, Lisa; Persici, Valentina – Child & Youth Care Forum, 2021
Background: Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective: The study investigates (i) whether early literacy skills are influenced by…
Descriptors: Emergent Literacy, Reading Achievement, Writing Achievement, Comparative Education
Spatial Variations of School-Level Determinants of Reading Achievement in Italy
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Sacco, Chiara; Falzetti, Patrizia – Large-scale Assessments in Education, 2021
The study of the territorial difference in educational achievement is a widely debated topic, in particular in Italy for the presence of the well-known strong regional disparities. National and international large scale assessments confirmed that the main characteristic of the Italian school system is the geographical cleavage between North and…
Descriptors: Foreign Countries, Reading Achievement, Geographic Regions, Predictor Variables
Predictors of Reading Skills at the First and Second Grade: The Role of Orthography
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Holopainen, Leena; Koch, Arno; Hakkarainen, Airi; Kofler, Doris – Reading Psychology, 2020
We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade…
Descriptors: Foreign Countries, Comparative Education, Predictor Variables, Reading Skills
Beyond the Mean Estimate: A Quantile Regression Analysis of Inequalities in Educational Outcomes Using INVALSI Survey Data
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Costanzo, Antonella; Desimoni, Marta – Large-scale Assessments in Education, 2017
The number of studies addressing issues of inequality in educational outcomes using cognitive achievement tests and variables from large-scale assessment data has increased. Here the value of using a quantile regression approach is compared with a classical regression analysis approach to study the relationships between educational outcomes and…
Descriptors: Achievement Tests, Measurement, Regression (Statistics), Correlation
Assuming Measurement Invariance of Background Indicators in International Comparative Educational Achievement Studies: A Challenge for the Interpretation of Achievement Differences
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Wendt, Heike; Kasper, Daniel; Trendtel, Matthias – Large-scale Assessments in Education, 2017
Background: Large-scale cross-national studies designed to measure student achievement use different social, cultural, economic and other background variables to explain observed differences in that achievement. Prior to their inclusion into a prediction model, these variables are commonly scaled into latent background indices. To allow…
Descriptors: Measurement, Achievement Tests, Cultural Differences, Socioeconomic Influences
Context Factors and Student Achievement in the IEA Studies: Evidence from TIMSS
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Caponera, Elisa; Losito, Bruno – Large-scale Assessments in Education, 2016
Background: The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student…
Descriptors: Educational Environment, Academic Achievement, Comparative Education, Foreign Countries
Are Two Better than One? A Comparative Study of Achievement Gaps and Family Structure
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Hampden-Thompson, Gillian – Compare: A Journal of Comparative and International Education, 2009
Using data from the Program for International Student Assessment (PISA), the size of the literacy achievement gap between 15-year-old students from two-parent and those from single-mother households were compared across 18 industrialized nations. This study found that cross-national differences exist in the association between single motherhood…
Descriptors: Reading Achievement, Parent Participation, Family Structure, Comparative Analysis