 |
November 2002
Following the initial report on the results of the Programme
for International Student Assessment (PISA) survey, this report
looks more closely at the performance of the 15-year-olds
in reading. PISA assessed how well-prepared students were
for handling a variety of information texts, a prerequisite
for successful participation in most areas of adult life.
Analysis of data showed that students whose parents have
the lowest occupational status but who are highly engaged
in reading obtain higher average reading scores in PISA than
students whose parents have high or medium occupational status
but who report to be poorly engaged in reading. Therefore,
the researchers conclude that working to engage students in
reading may be one of the most effective ways to break cycles
of educational and social disadvantage. There was also evidence
that reading newspapers, magazines and comics could be just
as effective as reading books. Parents who discussed books,
articles, politics and current affairs with their children
also helped boost their literacy skills.
The report advises all countries to seek means to raise the
level of interest in reading among students, especially boys,
since the results suggest that improving students' reading
proficiency could have a strong impact on their opportunities
in later life.
Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits,
J. and Monseur, C. (2002) Reading for Change: Performance
and engagement across countries: Results from PISA 2000. Paris:
Organisation for Economic Cooperation and Development.
|
|
80px.gif)
