Dinaric Perspectives on PIRLS 2021
Prerequisites and Conditions for Teaching and Learning to Read
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Beschreibung
This open access book presents insights into the current state of reading literacy in the Dinaric region, namely the education systems in Albania, Croatia, Kosovo[1], Montenegro, North Macedonia, Serbia, and Slovenia. A collection of analyses reveals factors influencing this key capacity of young pupils. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, the book explores teaching and learning reading literacy at the end of primary school (Grade 4) through multiple lenses, such as national reading curricula and textbooks, home and school resources for learning, student wellbeing, teacher education, instructions, and digital assessments. Since the administration of PIRLS 2021 coincided with the Covid-19 pandemic, the book also provides valuable insights into remote teaching and learning and other disruptions caused by the pandemic.
This volume builds on the regional research presented in IEA Research for Education Volume 13, Dinaric Perspectives on TIMSS 2019, which explored the teaching and learning of mathematics and science in primary schools across the Dinaric region. Aimed at policymakers, researchers, and practitioners, Dinaric Perspectives on PIRLS 2021 offers multidimensional perspectives on student achievement in reading literacy in a region that is underrepresented in the English-speaking research literature on educational assessments and student performance.
[1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
This open access book presents insights into the current state of reading literacy in the Dinaric region, namely the education systems in Albania, Croatia, Kosovo[1], Montenegro, North Macedonia, Serbia, and Slovenia. A collection of analyses reveals factors influencing this key capacity of young pupils. Using data from IEA’s Progress in International Reading Literacy Study (PIRLS) 2021, the book explores teaching and learning reading literacy at the end of primary school (Grade 4) through multiple lenses, such as national reading curricula and textbooks, home and school resources for learning, student wellbeing, teacher education, instructions, and digital assessments. Since the administration of PIRLS 2021 coincided with the Covid-19 pandemic, the book also provides valuable insights into remote teaching and learning and other disruptions caused by the pandemic.
This volume builds on the regional research presented in IEA Research for Education Volume 13, Dinaric Perspectives on TIMSS 2019, which explored the teaching and learning of mathematics and science in primary schools across the Dinaric region. Aimed at policymakers, researchers, and practitioners, Dinaric Perspectives on PIRLS 2021 offers multidimensional perspectives on student achievement in reading literacy in a region that is underrepresented in the English-speaking research literature on educational assessments and student performance.
[1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.
This book is open access, which means that you have free and unlimited access Provides valuable insights into student achievement in reading literacy in the Dinaric region using PIRLS 2021 data Investigates reading achievement by examining contextual factors from student, school, and home questionnaires Provides perspectives into educational systems that are underrepresented in research published in English
Autor*in
Žaneta Džumhur
Themen in »Dinaric Perspectives on PIRLS 2021«
PIRLS 2021 results in the Dinaric region (Western Balkans) Learning to read during pandemic Language teaching and learning Reading curriculum at Grade 4 Reading textbooks and assessment passages Teacher professional development in reading instruction Home resources for learning and reading comprehension Availability of digital devices in digital teaching and learning Data collection response rates during the Covid-19 pandemic Wellbeing of grade 4 students during the Covid-19 pandemic Comparing paper and digital assessment of reading literacy Reading literacy in the Dinaric region (Western Balkans) Open Access