Differential importance of language components in determining secondary school students’ Chinese reading literacy performance

2013 ◽  
Vol 30 (4) ◽  
pp. 419-439 ◽  
Author(s):  
Che Kan Leong ◽  
Man Koon Ho ◽  
Jianfang Chang ◽  
Kit Tai Hau
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Literacy ◽  
Chinese Reading ◽  
School Students ◽  
Literacy Performance

scholarly journals Reading literacy of secondary school students - current requirements and achievements (Example of the third grade of Novi Sad secondary schools)

2017 ◽  
pp. 317-332
Author(s):  
Vesna Pilipovic ◽  
Tatjana Glusac
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Third Grade ◽  
Reading Literacy ◽  
Academic Education ◽  
School Students ◽  
Functional Literacy ◽  
The Third ◽  
Document Literacy ◽  
Novi Sad

Reading literacy, consisting of prose and document literacy, is an integral part of functional literacy that has become one of the key goals and success criteria of contemporary educational systems around the world. Lower level of functional literacy limits not only the opportunities of an individual, but also the development and successful functioning of the whole society. This paper analyzes the average degree of prose and document literacy of the third grade secondary school students (N=703) in Novi Sad who are nearing the end of their secondary education. Their literacy rate is therefore likely to determine their forthcoming chances related to academic education or success in the labor market. The instrument employed in this research was a questionnaire consisting of 20 extracts from a variety of texts, 10 of which were related to prose and 10 to document literacy. The analysis of the results focused on average achievements in different types of schools as well as on specific problems observed in text processing and potential solutions. The findings indicate that the level of reading literacy of an average third grade student is relatively low, which might lead to their limited professional opportunities in the future. The analysis of the results also shows that students have serious difficulties in processing prose and scientific texts, particularly if the information is not displayed explicitly. Skills that were found to be insufficiently developed involve comparing, integrating or synthesizing information.

scholarly journals Secondary school students’ English literacy achievement based on PISA reading literacy test 2009

2021 ◽  
Vol 9 (1) ◽  
pp. 165
Author(s):  
Soni Mirizon ◽  
Machdalena Vianty ◽  
Ida Rosmalina ◽  
Erlina Erlina
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reading Literacy ◽  
Literacy Achievement ◽  
School Students ◽  
Urban District ◽  
English Literacy ◽  
Better Than ◽  
Literacy Test

Reading literacy has become global concern that Organisation for Economic Co-operation and Development (OECD) has conducted Program for International Student Assessment (PISA) reading literacy test to assess what students know and can do in reading. Participating in PISA test since 2000, Indonesian students’ reading literacy has not shown a significant improvement. Because PISA reading literacy test is adapted into language of instruction of each participating country, it is Indonesian students’ reading literacy in Indonesian language which is not satisfactory. Considering the fact that Indonesian fifteen-year-old students study English as a compulsory subject, investigating students’ reading literacy in English is considered important. There has been much research investigating issues in reading achievement in Indonesia, but there are limited studies focussing on PISA reading literacy based on school location, school accreditation, gender, and academic major. Employing survey study design, this study assessed reading literacy of two thousand and two hundred secondary school students sampled from twenty four public secondary schools accredited A+, A, and B in Palembang. Data were obtained using PISA reading literacy test 2009 and were analysed statistically. The findings revealed that students’ English literacy was in level 3 (low category). Students studied at schools in central urban district performed better than those of in peri urban district. Those from secondary schools accredited A+ outperformed their counterparts in schools accredited A and B. Female students performed slightly better than male. Students majoring in science were better than those of majoring in social. The results lead to the conclusion that students’ English literacy achievement should be enhanced using innovating strategies to achieve targeted literacy level that is needed to survive in school academic life.

scholarly journals Text-Bullying in New Zealand: A Mobile Twist on Traditional Bullying

2006 ◽  
Author(s):  
Juliana Raskauskas ◽  
Jane E. Prochnow
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary School Students ◽  
Peer Interactions ◽  
Text Message ◽  
Reading Literacy ◽  
International Studies ◽  
Traditional Bullying ◽  
School Students ◽  
Being Bullied

Unfortunately, negative peer interactions such as bullying are a common occurrence in schools across New Zealand. New Zealand students reported higher than average rates of bullying in international studies such as the Progress in International Reading Literacy Study (PIRLS). Research within New Zealand has indicated that as many as 75% of students reported being bullied at least once a year (Adair, 1999). In addition to bullying in schools, students today may also face bullying through personal technologies such as mobile phones. This article discusses the nature and prevalence of text-message bullying through emerging research involving secondary school students in New Zealand.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample
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