Reading performance, learning strategies, gender and school language as related issues – PISA 2009 findings in Finland and Estonia

Säälik, Ülle

doi:10.20472/te.2015.3.2.002

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Despite the fact that the PISA instrument has been widely used in research (Mak et al, 2017;Säälik, 2015), there is a lack of empirical evidence on the cross-cultural comparability and criterion validity of the PISA 2009 metacognition scenarios. Two empirical studies reported on the measure of metacognitive knowledge scored based on the pair-wise comparison method.…”

Section: Metacognitive Knowledge In Reading In Pisa 2009mentioning

confidence: 99%

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Zhou

Lafontaine

2020

Assessment in Education: Principles, Policy & Practice

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Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we compared two scoring methods for metacognitive knowledge in reading based on pair-wise comparisons of strategies and with conventional Likert-scale responses of selected items. Metacognitive knowledge scored with conventional Likert-scale responses demonstrated higher cross-cultural comparability than the pair-wise comparison method. Linked with reading competence, motivation and control strategy in reading, scores from the two scoring methods showed differential criterion validity, possibly related to the types of tasks (understanding and remembering versus summarising), item content (complexity and discrimination between preferred strategies in reading) and common method variance (e.g., individuals' stable response style in rating scales). Theoretical and methodological implications are discussed..

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Section: Metacognitive Knowledge In Reading In Pisa 2009mentioning

confidence: 99%

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Zhou

Lafontaine

2020

Assessment in Education: Principles, Policy & Practice

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“…Brozo et al (2013) emphasize the importance of cooperation between teachers from different disciplines and literacy experts in teaching reading strategies and creating related classroom activities. Since teachers and schools have an opportunity to help their students by teaching those skills, their awareness of useful strategies may possibly depend on teaching at school (Säälik, 2015). In this context, policy makers and teachers have important roles in teaching and development of metacognitive skills.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels

Fırat

Koyuncu

2023

IJPES

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The purpose of this study was to evaluate the distribution of students with varying levels of reading competence according to their selection of metacognitive methods from the 2018 Programme for International Student Assessment (PISA) survey. The research group consisted of 6,890 pupils from the Republic of Turkey who participated in the PISA 2018 study. The data were analyzed using the multivariate exploratory technique of correspondence analysis. In comparison to developing readers, skilled readers favored the metacognitive processes of summarizing, understanding and remembering, and evaluating believability. Awareness of appropriate metacognitive reading strategies should be emphasized in order to increase the reading comprehension of developing readers.

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“…These levels were coded with values from 1 to 4. Following previous work (Ehmke & Siegle, 2005; Säälik, 2015), only the highest level from both parents was used in the analyses.…”

Section: Methodsmentioning

confidence: 99%

Are frequent users of social network sites good information evaluators? An investigation of adolescents’ sourcing abilities (¿Son los usuarios frecuentes de las redes sociales evaluadores competentes? Un estudio de las habilidades de los adolescentes para identificar, evaluar y hacer uso de las fuentes)

Macedo-Rouet

Salmerón

Ros

et al. 2019

Journal for the Study of Education and Development

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HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

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Reading performance, learning strategies, gender and school language as related issues – PISA 2009 findings in Finland and Estonia

Abstract: Abstract:Reading is considered an important skill not only for academic success, but also for active participation in society. International student literacy assessments report gender

Cited by 7 publications

References 12 publications

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Examining Metacognitive Strategy Preferences of Students at Different Reading Proficiency Levels

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