Attitudes, teacher strategies and achievement
International evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to...
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Universidade Federal de Juiz de Fora
2020-07-01
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Online Access: | https://periodicos.ufjf.br/index.php/RPDE/article/view/31988 |
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doaj-6e7d0bd9c1e944d6ae5dc40a0f8632b42021-06-01T02:23:09ZengUniversidade Federal de Juiz de ForaPesquisa e Debate em Educação2237-94362237-94442020-07-014212414327192Attitudes, teacher strategies and achievementPaulo A. Meyer M. Nascimento0Britta Kilian1Kevin Isaac2Instituto de Pesquisa Econômica AplicadaUniversity of Mannheim, GermanyMinistério da Educação da AlemanhaInternational evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to read more and thus enhance their learning and boost student reading scores. This paper examines associations between students’ attitudes towards reading, instructional strategies adopted by their teachers in the classroom, and reading achievement observed for the German sample at the 2006 edition of the Progress in International Reading Literacy Study – PIRLS 2006. Using internationally recognized large scale assessment data and relevant literature, the present article tests aspects of Walberg’s model of chief productivity factors in school learning (REYNOLDS; WALBERG, 1992; WALBERG, 1981, 1986), in an attempt to draw some trends that might be useful for future research in Germany and abroad. The coming sections are structured as follows: section 2 highlights the relevant literature on student attitudes, teacher strategies and achievement, and the Walberg’s model of educational productivity; section 3 presents the hypotheses to be tested, the databased to be used and the limitations of the present study; section 4 details the adopted multilevel model, its variables and results; section 5 concludes.https://periodicos.ufjf.br/index.php/RPDE/article/view/31988progress in international reading literacy study – pirls 2006availability of school resources (asr)home-school involvement (hsi) |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Paulo A. Meyer M. Nascimento Britta Kilian Kevin Isaac |
spellingShingle |
Paulo A. Meyer M. Nascimento Britta Kilian Kevin Isaac Attitudes, teacher strategies and achievement Pesquisa e Debate em Educação progress in international reading literacy study – pirls 2006 availability of school resources (asr) home-school involvement (hsi) |
author_facet |
Paulo A. Meyer M. Nascimento Britta Kilian Kevin Isaac |
author_sort |
Paulo A. Meyer M. Nascimento |
title |
Attitudes, teacher strategies and achievement |
title_short |
Attitudes, teacher strategies and achievement |
title_full |
Attitudes, teacher strategies and achievement |
title_fullStr |
Attitudes, teacher strategies and achievement |
title_full_unstemmed |
Attitudes, teacher strategies and achievement |
title_sort |
attitudes, teacher strategies and achievement |
publisher |
Universidade Federal de Juiz de Fora |
series |
Pesquisa e Debate em Educação |
issn |
2237-9436 2237-9444 |
publishDate |
2020-07-01 |
description |
International evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to read more and thus enhance their learning and boost student reading scores.
This paper examines associations between students’ attitudes towards reading, instructional strategies adopted by their teachers in the classroom, and reading achievement observed for the German sample at the 2006 edition of the Progress in International Reading Literacy Study – PIRLS 2006. Using internationally recognized large scale assessment data and relevant literature, the present article tests aspects of Walberg’s model of chief productivity factors in school learning (REYNOLDS; WALBERG, 1992; WALBERG, 1981, 1986), in an attempt to draw some trends that might be useful for future research in Germany and abroad. The coming sections are structured as follows: section 2 highlights the relevant literature on student attitudes, teacher strategies and achievement, and the Walberg’s model of educational productivity; section 3 presents the hypotheses to be tested, the databased to be used and the limitations of the present study; section 4 details the adopted multilevel model, its variables and results; section 5 concludes. |
topic |
progress in international reading literacy study – pirls 2006 availability of school resources (asr) home-school involvement (hsi) |
url |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31988 |
work_keys_str_mv |
AT pauloameyermnascimento attitudesteacherstrategiesandachievement AT brittakilian attitudesteacherstrategiesandachievement AT kevinisaac attitudesteacherstrategiesandachievement |
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1721411370925162496 |