Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA
The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from IL...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/12/1240 |
| _version_ | 1827574980699750400 |
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| author | Luisa Araújo Patrícia Costa |
| author_facet | Luisa Araújo Patrícia Costa |
| author_sort | Luisa Araújo |
| collection | DOAJ |
| description | The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students’ performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students’ schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children’s early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices. |
| first_indexed | 2024-03-08T20:49:46Z |
| format | Article |
| id | doaj.art-686e2b0c67554db89862d6e7da9bb723 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:49:46Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-686e2b0c67554db89862d6e7da9bb7232023-12-22T14:04:36ZengMDPI AGEducation Sciences2227-71022023-12-011312124010.3390/educsci13121240Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISALuisa Araújo0Patrícia Costa1Instituto Superior de Educação e Ciências-ISEC Lisboa, 1750-142 Lisboa, PortugalCEMAPRE, Universitário de Lisboa & ISTAR, Instituto Universitário de Lisboa (ISCTE-IUL), 1649-026 Lisboa, PortugalThe benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students’ performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students’ schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children’s early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices.https://www.mdpi.com/2227-7102/13/12/1240early childhoodhome book-readingreading performancePIRLSPISA |
| spellingShingle | Luisa Araújo Patrícia Costa Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA Education Sciences early childhood home book-reading reading performance PIRLS PISA |
| title | Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA |
| title_full | Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA |
| title_fullStr | Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA |
| title_full_unstemmed | Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA |
| title_short | Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA |
| title_sort | reading to young children higher home frequency associated with higher educational achievement in pirls and pisa |
| topic | early childhood home book-reading reading performance PIRLS PISA |
| url | https://www.mdpi.com/2227-7102/13/12/1240 |
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