Page 73 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 73
ding achievement are generally similar for both genders in spite of consid- 73
erable differences between genders in terms of achievement. It is interesting
that the largest difference between correlations by gender is indicated in the
index of enjoyment of reading (as previously stated the correlation in female
students is 0.41 and in male students 0.27). This is also reflected in the values of
the index of enjoyment of reading in different achievement groups – the index
value in higher-achieving female students is also the highest in terms of com-
parison with other indices. For this index, as well as some others, for instance
the index of summarising and the index of understanding and remembering, the
differences are noticeable not only in index values by achievement groups, but
also in differences in correlations between these indices and reading achieve-
ment in the aforementioned groups. Lower correlations or even neutrality of
the indices of summarising, understanding and remembering and use of control
strategies in relation to reading achievement in low-achieving students may in-
dicate a lack of familiarity with these strategies and their usefulness. Accord-
ingly, attempts could be made to improve students’ reading competencies by
means of practical work in accordance with these strategies, as at least the first
step towards improvement.
As part of basic PISA 2009 data analyses, it was established that the larg-
est difference in reading achievement exists between 15-year-olds who report
that they do not read for enjoyment at all (in Slovenia, the percentage of stu-
dents who report that they do not read for enjoyment and who achieved 438
score points in the PISA 2009 reading literacy test is 41) and those who de-
vote at least some of their time (30 minutes daily or less) to reading for enjoy-
ment (in Slovenia, 34% of students report that they read for a maximum of 30
minutes daily for enjoyment, and have achieved 496 score points in the PISA
2009 reading literacy test). It is therefore important to encourage students to
take up reading, especially low-achievers. In doing so, the use of rather sim-
ple texts that are of interest for the reader can prove helpful, for instance texts
from magazines, which is to be followed by a gradual introduction of more de-
manding reading materials at a later time. The data and the analysis revealed
that both low-achieving female and male students reported less time spent
reading, less joy of reading, less reading of fiction and less diverse reading ma-
terials. However, although reading of simpler texts may not lead to the high-
est levels of reading competencies, they can nevertheless be an important el-
ement on the path to developing basic reading competency, integration of
reading into everyday work and also encouragement for enjoyment in reading.
Data on computer use for leisure and schoolwork, and especially that on
various online reading activities which more male than female students report,
provide a basis for deliberations about encouraging enjoyment of reading and
the consequent improvement in reading competencies by means of modern
technology. Understandably, such approaches need to be planned and suita-
low reading achievement in pisa 2009
erable differences between genders in terms of achievement. It is interesting
that the largest difference between correlations by gender is indicated in the
index of enjoyment of reading (as previously stated the correlation in female
students is 0.41 and in male students 0.27). This is also reflected in the values of
the index of enjoyment of reading in different achievement groups – the index
value in higher-achieving female students is also the highest in terms of com-
parison with other indices. For this index, as well as some others, for instance
the index of summarising and the index of understanding and remembering, the
differences are noticeable not only in index values by achievement groups, but
also in differences in correlations between these indices and reading achieve-
ment in the aforementioned groups. Lower correlations or even neutrality of
the indices of summarising, understanding and remembering and use of control
strategies in relation to reading achievement in low-achieving students may in-
dicate a lack of familiarity with these strategies and their usefulness. Accord-
ingly, attempts could be made to improve students’ reading competencies by
means of practical work in accordance with these strategies, as at least the first
step towards improvement.
As part of basic PISA 2009 data analyses, it was established that the larg-
est difference in reading achievement exists between 15-year-olds who report
that they do not read for enjoyment at all (in Slovenia, the percentage of stu-
dents who report that they do not read for enjoyment and who achieved 438
score points in the PISA 2009 reading literacy test is 41) and those who de-
vote at least some of their time (30 minutes daily or less) to reading for enjoy-
ment (in Slovenia, 34% of students report that they read for a maximum of 30
minutes daily for enjoyment, and have achieved 496 score points in the PISA
2009 reading literacy test). It is therefore important to encourage students to
take up reading, especially low-achievers. In doing so, the use of rather sim-
ple texts that are of interest for the reader can prove helpful, for instance texts
from magazines, which is to be followed by a gradual introduction of more de-
manding reading materials at a later time. The data and the analysis revealed
that both low-achieving female and male students reported less time spent
reading, less joy of reading, less reading of fiction and less diverse reading ma-
terials. However, although reading of simpler texts may not lead to the high-
est levels of reading competencies, they can nevertheless be an important el-
ement on the path to developing basic reading competency, integration of
reading into everyday work and also encouragement for enjoyment in reading.
Data on computer use for leisure and schoolwork, and especially that on
various online reading activities which more male than female students report,
provide a basis for deliberations about encouraging enjoyment of reading and
the consequent improvement in reading competencies by means of modern
technology. Understandably, such approaches need to be planned and suita-
low reading achievement in pisa 2009
