Page 147 - Eva Klemenčič Mirazchiyski, Plamen V. Mirazchiyski. 2020. Bralna pismenost četrtošolcev in četrtošolk v Sloveniji: nacionalno poročilo Mednarodne raziskave bralne pismenosti (IEA PIRLS 2016 in ePIRLS 2016). Ljubljana: Pedagoški inštitut. Digitalna knjižnica, Documenta 15
P. 147
Gender differences 147
In 48 of the 50 countries (excluding the benchmarking participants) girls out-
performed boys with an average difference of 19 score points and in two coun-
tries no statistically significant difference was found. Similarly in Slovenia, girls
outperform boys in reading achievement. Gender differences are also evident
when looking at the results in reading achievement by the purpose of read-
ing. In both cases – reading literary texts and reading informative texts – girls
achieve higher than boys. The results in reading achievement in terms of com-
prehension processes – recall and simple reasoning against interpretation, in-
tegration and evaluation – also show higher reading achievement of girls.
Differences between PIRLS and ePIRLS
The results in reading achievements of fourth-graders in Slovenia were high-
er in PIRLS than in ePIRLS. That is, when reading informative texts and solv-
ing tasks on paper (i.e. paper and pencil test), than reading and solving tasks
on computer (computer based assessment). With ePIRLS, the lowest interna-
tional reading proficiency level reaches around 95% of students (fourth-grad-
ers) in Slovenia, the average around 78%, the high around 39% and the high-
est around 5% of students. This monograph includes extensive descriptions of
what those proficiency levels stand for and also, what students reaching a par-
ticular proficiency level are able to do, which is especially important.
Fourth-graders‘ views on reading, characteristics of home and
school environments
Slovenian students (fourth-graders) have relatively positive attitudes towards
reading – if we put the latter in an international context, we see that they are
above the international average, but more at the tail of the scale. About half of
Slovenian students think they are usually good at reading. Their parents also
like to read (although not as much as students’ parents in Ireland, Malta, Neth-
erlands, Denmark, Sweden and many other countries), but like reading slight-
ly less compared to the parents of the fourth-graders tested in 2011. The dif-
ferences in reading achievement between Slovenian students whose parents
like reading very much and those whose parents do not like reading is sta-
tistically significant and large – 54 score points. Also, there is a large (25 score
points) and statistically significant difference between students whose parents
were often engaging with them in early literacy activities (i.e. prior starting
school) and those who engaged with their children only sometimes. Slove-
nian schools are equipped with reading and e-reading resources in different
ways, as are the homes where the fourth-graders live. A total of 62% of the Slo-
venian school principals report that the instruction in their schools is not af-
fected at all by shortages in school resources. This result is among the highest
summary
In 48 of the 50 countries (excluding the benchmarking participants) girls out-
performed boys with an average difference of 19 score points and in two coun-
tries no statistically significant difference was found. Similarly in Slovenia, girls
outperform boys in reading achievement. Gender differences are also evident
when looking at the results in reading achievement by the purpose of read-
ing. In both cases – reading literary texts and reading informative texts – girls
achieve higher than boys. The results in reading achievement in terms of com-
prehension processes – recall and simple reasoning against interpretation, in-
tegration and evaluation – also show higher reading achievement of girls.
Differences between PIRLS and ePIRLS
The results in reading achievements of fourth-graders in Slovenia were high-
er in PIRLS than in ePIRLS. That is, when reading informative texts and solv-
ing tasks on paper (i.e. paper and pencil test), than reading and solving tasks
on computer (computer based assessment). With ePIRLS, the lowest interna-
tional reading proficiency level reaches around 95% of students (fourth-grad-
ers) in Slovenia, the average around 78%, the high around 39% and the high-
est around 5% of students. This monograph includes extensive descriptions of
what those proficiency levels stand for and also, what students reaching a par-
ticular proficiency level are able to do, which is especially important.
Fourth-graders‘ views on reading, characteristics of home and
school environments
Slovenian students (fourth-graders) have relatively positive attitudes towards
reading – if we put the latter in an international context, we see that they are
above the international average, but more at the tail of the scale. About half of
Slovenian students think they are usually good at reading. Their parents also
like to read (although not as much as students’ parents in Ireland, Malta, Neth-
erlands, Denmark, Sweden and many other countries), but like reading slight-
ly less compared to the parents of the fourth-graders tested in 2011. The dif-
ferences in reading achievement between Slovenian students whose parents
like reading very much and those whose parents do not like reading is sta-
tistically significant and large – 54 score points. Also, there is a large (25 score
points) and statistically significant difference between students whose parents
were often engaging with them in early literacy activities (i.e. prior starting
school) and those who engaged with their children only sometimes. Slove-
nian schools are equipped with reading and e-reading resources in different
ways, as are the homes where the fourth-graders live. A total of 62% of the Slo-
venian school principals report that the instruction in their schools is not af-
fected at all by shortages in school resources. This result is among the highest
summary
