What makes a good reader? Worldwide insights from PIRLS 2016
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11145-020-10068-8.pdf
Reference48 articles.
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2. Araújo, L., & Costa, P. (2015). Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS). Educational Research and Evaluation, 21(5–6), 422–438. https://doi.org/10.1080/13803611.2015.1111803.
3. Baker, D. P., Goesling, B., & Letendre, G. K. (2002). Socioeconomic status, school quality, and national economic development: A cross-national analysis of the “Heyneman-Loxley effect” on mathematics and science achievement. Comparative Education Review, 46(3), 291–312. https://doi.org/10.1086/341159.
4. Cheung, W. M., Lam, J. W. I., Au, D. W. H., So, W. W. Y., Huang, Y., & Tsang, H. W. H. (2017). Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong. Psychology in the Schools, 54(9), 889–904. https://doi.org/10.1002/pits.22041.
5. Costa, P., & Araújo, L. (2017). Skilled students and effective schools: Reading achievement in Denmark, Sweden, and France. Scandinavian Journal of Educational Research, 3831, 1–15. https://doi.org/10.1080/00313831.2017.1307274.
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