Page 76 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 76
be made to try and compensate for this and develop these strategies through
students’work along with work at school. It is probably also logical to conclude
that the enjoyment of reading, which is reported by low-achieving students
to a considerably lower degree than by others, is not strongly correlated with
reading achievement of these students. Before enjoyment for reading can be
developed basic obstacles in reading need to be overcome. Endeavours to im-
prove the levels of reading competencies must therefore include careful con-
sideration of students’ varying interests as well as their initial competence.
Students who make reading part of their daily lives develop their read-
ing competence through practice, which in turn improves their self-confi-
dence and engagement for even more reading. High reading competencies
are a result of persistent practice and engagement, which is closely related to
high motivation for reading and learning. As stated by Puklek Levpušček at al.
(2013), some wider-scale activities are also needed in order to encourage the
social context of reading as a desired activity within peer groups based on var-
ious motivational strategies.
76 References
Bonderup Dohn, N. (2007). Knowledge and Skills for PISA – Assessing the As-
sessment. Journal of Philosophy of Education, 41(1), 1–16.
Hanushek, E. A., and Woessmann, L. (2008). The role of cognitive skills in eco-
nomic development. Journal of economic literature, 46(3), 607–668. Re-
trieved from http://edpro.stanford.edu/hanushek/admin/pages/files/up-
loads/Hanushek_Woessmann_2008_JEL_46.pdf.
Hanushek, E. A., and Woessmann, L. (2010). Education and Economic Growth.
In P. Peterson, E. Baker and B. McGaw (eds.), International Encyclopedia of
Education. Vol. 2, 245–252. Oxford: Elsevier.
Kotte, D., Lietz, P., and Martinez Lopez, M. (2005). Factors influencing reading
achievement in Germany and Spain: Evidence from PISA 2000. Internation-
al Education Journal, 6(1), 113–124.
Mullis, I. V. S., Martin, M. O., Foy, P., and Drucker, K. T. (2012). PIRLS 2011 Interna-
tional Results in Reading. Chestnut Hill, MA, ZDA: TIMSS & PIRLS Interna-
tional Study Center, Boston College.
Murphy, S. (2010). The Pull of PISA: Uncertainty, Influence, and Ignorance.
Interamerican Journal of Education for Democracy, 3(1), pp. 28–44. Re-
trieved from http://scholarworks.iu.edu/journals/index.php/ried/article/
viewFile/616/712.
OECD (2001). The Well-Being of Nations. Paris: OECD.
OECD (2007). PISA 2006 Science Competencies for Tomorrow’s World. Vol 1: Anal-
ysis. Paris: OECD.
student (under)achievement: perspectives, approaches, challenges
students’work along with work at school. It is probably also logical to conclude
that the enjoyment of reading, which is reported by low-achieving students
to a considerably lower degree than by others, is not strongly correlated with
reading achievement of these students. Before enjoyment for reading can be
developed basic obstacles in reading need to be overcome. Endeavours to im-
prove the levels of reading competencies must therefore include careful con-
sideration of students’ varying interests as well as their initial competence.
Students who make reading part of their daily lives develop their read-
ing competence through practice, which in turn improves their self-confi-
dence and engagement for even more reading. High reading competencies
are a result of persistent practice and engagement, which is closely related to
high motivation for reading and learning. As stated by Puklek Levpušček at al.
(2013), some wider-scale activities are also needed in order to encourage the
social context of reading as a desired activity within peer groups based on var-
ious motivational strategies.
76 References
Bonderup Dohn, N. (2007). Knowledge and Skills for PISA – Assessing the As-
sessment. Journal of Philosophy of Education, 41(1), 1–16.
Hanushek, E. A., and Woessmann, L. (2008). The role of cognitive skills in eco-
nomic development. Journal of economic literature, 46(3), 607–668. Re-
trieved from http://edpro.stanford.edu/hanushek/admin/pages/files/up-
loads/Hanushek_Woessmann_2008_JEL_46.pdf.
Hanushek, E. A., and Woessmann, L. (2010). Education and Economic Growth.
In P. Peterson, E. Baker and B. McGaw (eds.), International Encyclopedia of
Education. Vol. 2, 245–252. Oxford: Elsevier.
Kotte, D., Lietz, P., and Martinez Lopez, M. (2005). Factors influencing reading
achievement in Germany and Spain: Evidence from PISA 2000. Internation-
al Education Journal, 6(1), 113–124.
Mullis, I. V. S., Martin, M. O., Foy, P., and Drucker, K. T. (2012). PIRLS 2011 Interna-
tional Results in Reading. Chestnut Hill, MA, ZDA: TIMSS & PIRLS Interna-
tional Study Center, Boston College.
Murphy, S. (2010). The Pull of PISA: Uncertainty, Influence, and Ignorance.
Interamerican Journal of Education for Democracy, 3(1), pp. 28–44. Re-
trieved from http://scholarworks.iu.edu/journals/index.php/ried/article/
viewFile/616/712.
OECD (2001). The Well-Being of Nations. Paris: OECD.
OECD (2007). PISA 2006 Science Competencies for Tomorrow’s World. Vol 1: Anal-
ysis. Paris: OECD.
student (under)achievement: perspectives, approaches, challenges
