Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006
This study reports on a doctoral investigation (Van Staden, 2010) to identify and explain relationships between some major learner- and school-level factors associated with successful reading in Grade 5. South African classrooms are characterised by large variation, with linguistically and socio-ec...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of the Free State
2014-09-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://196.255.246.28/index.php/pie/article/view/1880 |
| _version_ | 1827315019883216896 |
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| author | Surette van staden Sarah Howie |
| author_facet | Surette van staden Sarah Howie |
| author_sort | Surette van staden |
| collection | DOAJ |
| description |
This study reports on a doctoral investigation (Van Staden, 2010) to identify and explain relationships between some major learner- and school-level factors associated with successful reading in Grade 5. South African classrooms are characterised by large variation, with linguistically and socio-economically heterogeneous groups of learners. However, there is a paucity of theoretical frameworks that could explain reading effectiveness in a developing context. For purposes of this study, the South African Grade 5 data from the Progress in International Reading Literacy Study (PIRLS) 2006 were analysed. Hierarchical Linear Modelling (HLM) was applied to determine the effect of a number of explanatory variables at learner- and school-level on reading achievement as outcome variable, while controlling for language. In the absence of a reading effectiveness framework, Creemers’ Comprehensive Model of Educational Effectiveness was used as theoretical point of departure. The framework left the differences in reading scores largely unexplained and could not capture the South African PIRLS 2006 data adequately. The study concludes with reflections on whether Creemers’ model could guide an analysis to explain reading performance and on what further modifications to the model might be required to suit a developing South African context more adequately.
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| first_indexed | 2024-04-24T22:46:49Z |
| format | Article |
| id | doaj.art-61363ac426314cc685dcf011b63c7f8c |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:46:49Z |
| publishDate | 2014-09-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-61363ac426314cc685dcf011b63c7f8c2024-03-18T11:11:17ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2014-09-0132310.38140/pie.v32i3.1880Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006Surette van staden0Sarah Howie1University of PretoriaUniversity of Pretoria This study reports on a doctoral investigation (Van Staden, 2010) to identify and explain relationships between some major learner- and school-level factors associated with successful reading in Grade 5. South African classrooms are characterised by large variation, with linguistically and socio-economically heterogeneous groups of learners. However, there is a paucity of theoretical frameworks that could explain reading effectiveness in a developing context. For purposes of this study, the South African Grade 5 data from the Progress in International Reading Literacy Study (PIRLS) 2006 were analysed. Hierarchical Linear Modelling (HLM) was applied to determine the effect of a number of explanatory variables at learner- and school-level on reading achievement as outcome variable, while controlling for language. In the absence of a reading effectiveness framework, Creemers’ Comprehensive Model of Educational Effectiveness was used as theoretical point of departure. The framework left the differences in reading scores largely unexplained and could not capture the South African PIRLS 2006 data adequately. The study concludes with reflections on whether Creemers’ model could guide an analysis to explain reading performance and on what further modifications to the model might be required to suit a developing South African context more adequately. http://196.255.246.28/index.php/pie/article/view/1880PIRLS 2006theoretical frameworkreading literacyCreemers’ Comprehensive Model of Educational Effectiveness |
| spellingShingle | Surette van staden Sarah Howie Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 Perspectives in Education PIRLS 2006 theoretical framework reading literacy Creemers’ Comprehensive Model of Educational Effectiveness |
| title | Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 |
| title_full | Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 |
| title_fullStr | Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 |
| title_full_unstemmed | Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 |
| title_short | Reflections on Creemers’ Comprehensive Model of Educational Effectiveness for Reading Literacy: South African evidence from PIRLS 2006 |
| title_sort | reflections on creemers comprehensive model of educational effectiveness for reading literacy south african evidence from pirls 2006 |
| topic | PIRLS 2006 theoretical framework reading literacy Creemers’ Comprehensive Model of Educational Effectiveness |
| url | http://196.255.246.28/index.php/pie/article/view/1880 |
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