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Direct linkOlaug Strand – Scandinavian Journal of Educational Research, 2024
The "optimism hypothesis" claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by…
Descriptors: Foreign Countries, Reading Achievement, Achievement Tests, Grade 4
Luo, Dehong; Gong, Jing – SAGE Open, 2022
Home language (HL) effects on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo--European languages. This study extends the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic…
Descriptors: Native Language, Academic Language, Literacy, Socioeconomic Influences
Download full textVos, Elize; Fouché, Nadine – South African Journal of Education, 2021
Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these…
Descriptors: Language of Instruction, Educational Policy, Native Language, Multilingualism
Maluch, Jessica Tsimprea – Language and Education, 2022
The current study examines the effects of the sociocultural context of primary school reading among Arabic- and English-speaking students in the UAE. Using a sample of 16,391 fourth graders (English: n = 10,507; Arabic: n = 5,884) from the 2016 Process in International Reading Literacy Study (PIRLS), results revealed that while early language…
Descriptors: Cultural Context, Social Environment, Arabic, Elementary School Students
Bulut, Hatice Cigdem; Bulut, Okan; Arikan, Serkan – International Journal of Testing, 2023
This study examined group differences in online reading comprehension (ORC) using student data from the 2016 administration of the Progress in International Reading Literacy Study (ePIRLS). An explanatory item response modeling approach was used to explore the effects of item properties (i.e., item format, text complexity, and cognitive…
Descriptors: International Assessment, Achievement Tests, Grade 4, Foreign Countries
Palane, Nelladee McLeod; Howie, Sarah – Perspectives in Education, 2019
In this article, preProgress in Reading Literacy Study (prePIRLS) 2011 data is used to compare the performance of different language of instruction groupings (English, Afrikaans and African languages) in primary schools on the more complex, higher-order reading comprehension items tested in a large-scale international test. PrePIRLS 2011…
Descriptors: Reading Comprehension, Language of Instruction, Models, Elementary School Students
Ibrahim, Ali; Alhosani, Najwa – Cogent Education, 2020
International student assessments are used to measure the education system quality in many countries including the United Arab Emirates (UAE). However, student performances in these exams are influenced by a complex array of factors. This study collected interview data from six central officials, three school principals and vice principals, and 12…
Descriptors: Foreign Countries, Student Evaluation, International Assessment, Achievement Tests
Shepherd, Debra Lynne – Assessment in Education: Principles, Policy & Practice, 2018
The regional and cultural closeness of Botswana and South Africa, as well as differences in their political histories and language policy stances, offers a unique opportunity to evaluate the role of language in reading outcomes. This study aims to empirically test the effect of exposure to mother tongue and English instruction on the reading…
Descriptors: Foreign Countries, Reading Achievement, Grade 4, Native Language
Arya, Diana J.; McClung, Nicola A.; Katznelson, Noah; Scott, Lyn – International Journal of Multilingualism, 2016
Social psychologists have suggested that language-based ideologies related to "stereotype threat" (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language…
Descriptors: Social Psychology, Language Attitudes, Stereotypes, Achievement Tests
Howie, Sarah; Chamberlain, Megan – International Association for the Evaluation of Educational Achievement, 2017
The International Association for the Evaluation of Educational Achievement's (IEA's) Progress in International Reading Literacy Study (PIRLS) 2011 provided evidence which showed differences in the reading achievement of students who spoke the language of assessment at home and those who did not for many countries including a selection of the…
Descriptors: Foreign Countries, Grade 4, International Assessment, Reading Achievement
van Staden, Surette; Bosker, Roel; Bergbauer, Annika – South African Journal of Childhood Education, 2016
This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official…
Descriptors: Foreign Countries, Academic Achievement, Native Language, Language of Instruction
Lee, Rachel – RELC Journal: A Journal of Language Teaching and Research, 2016
Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Nel, Carisma – South African Journal of Childhood Education, 2018
Making decisions about English reading instruction is as core a component to teaching as providing the instruction itself. When providing support to learners at risk for poor reading outcomes, for which currently there is a large percentage in South Africa, it is especially important to ensure that the decisions that are made have the highest…
Descriptors: Reading Achievement, Literacy, Decision Making, Reading Instruction
de Lange, Maryna M.; Winberg, Christine; Dippenaar, Hanlie – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners' performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase…
Descriptors: Reading Comprehension, Foreign Countries, International Assessment, Grade 4
David D. Curtis; Peter Nielsen – Issues in Educational Research, 2025
The reading literacy skills of Australian adolescents, as measured in successive PISA waves, have declined since 2000. Literacy achievement is not low by international standards, but it is lower in Australia than it is in Anglophone countries with which we compare ourselves, e.g. Canada. Using PISA 2018 and PIRLS 2021 data, we investigated both…
Descriptors: Literacy, Low Achievement, Academic Achievement, Foreign Countries
