scholarly journals Malaysian high schoolers’ reading literacy performance: Trends and patterns across states

2020 ◽  
Vol 10 (1) ◽  
pp. 161-172
Author(s):  
Marcia Jane Ganasan ◽  
Nordin Abd. Razak ◽  
Marlina Jamal
Keyword(s):  
Peninsular Malaysia ◽  
Individual Development ◽  
Reading Literacy ◽  
Functional Abilities ◽  
Literacy Proficiency ◽  
Revised Bloom's Taxonomy ◽  
Performance Trends ◽  
Southern Central ◽  
Literacy Performance ◽  
Data Driven Decisions

Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), where pertinent concepts were drawn to address students’ functional abilities. The study involved a total of 813 sixteen-year-old students representing the northern, southern, central, and east coast regions of Peninsular Malaysia (Penang, Perak, Perlis, Selangor, Kedah, Kelantan, Terengganu, and Johor). A survey research method was employed to capture cognitive competencies that denoted students’ functional abilities when it came to reading literacy. The study measured the students’ reading literacy attainment based on a proficiency scale spanning on five-band levels. The findings of the present study revealed that the majority of the students attained Band 3, where they demonstrated a moderate understanding of texts and were able to integrate some part of texts to infer meaning. The study provides valuable insights to policymakers, educationists, employers in making data-driven decisions to improve educational outcomes. It also attempts to shed some light on the current pedagogical trends and provide suggestive practices in reading.

Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance

2015 ◽  
Vol 21 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jaap Scheerens ◽  
Hans Luyten ◽  
Stéphanie M. van den Berg ◽  
Cees A. W. Glas
Keyword(s):  
System Level ◽  
Reading Literacy ◽  
Literacy Performance

scholarly journals Digital reading and reading competence. The influence in the Z generation from the Dominican Republic

Comunicar ◽  
2017 ◽  
Vol 25 (52) ◽  
pp. 105-114 ◽  
Author(s):  
Cristina Amiama-Espaillat ◽  
Cristina Mayor-Ruiz
Keyword(s):  
Public Schools ◽  
Dominican Republic ◽  
Latin American ◽  
Reading Literacy ◽  
Digital Reading ◽  
Public And Private ◽  
Literacy Proficiency ◽  
Proficiency Level ◽  
Reading Frequency ◽  
Latin American Countries

Most Latin American countries are focused upon improving learning quality by providing schools with technological resources, as if their sole presence was enough to develop 21st Century skills. Digital reading is not an end in itself; it is a tool that a user selects, depending on the desired purpose and uses it in specific contexts. Adolescents access Internet with at least four purposes: academic, recreational, socialization and communication. This study describes said purposes in adolescents from the Dominican Republic and relates them to their reading literacy proficiency level in two educational contexts: public and private schools. The sample group included 382 students in their fourth year of secondary school (10th grade). Two instruments were used: CoLeP, based on texts from PISA, and a Scale to measure reading frequency, which classifies the four reading purposes in two formats: printed and digital. The conclusion is that most students access and use the Internet for academic purposes, regardless of the educational sector. Nevertheless, reading literacy proficiency differs significantly with students from public schools being in lower levels. This minimizes the opportunities of the most vulnerable social sectors producing reading illiterates that have high economic costs for the nation. La mayoría de los países latinoamericanos están focalizados en elevar la calidad de los aprendizajes mediante la dotación de recursos tecnológicos a los centros educativos como si su mera presencia bastara para desarrollar las competencias fundamentales del siglo XXI. La lectura digital no es un fin en sí mismo, es un medio a disposición del usuario que la selecciona según sus propósitos y las utiliza en contextos socioculturales específicos. Los adolescentes acceden a Internet, al menos con cuatro fines: académicos, recreativos, para participar en la sociedad y comunicarse. Este estudio describe dichos fines en jóvenes de la República Dominicana y lo relaciona con el nivel de competencia lectora en dos contextos educativos, escuelas públicas y privadas. La muestra está compuesta por 382 estudiantes de cuarto de Secundaria. Se aplicaron dos instrumentos: CoLeP, basado en los textos liberados de PISA y una Escala de Práctica de Lectura, que clasifica los cuatros fines de lectura en dos formatos, impreso o digital. La conclusión es que casi todos los estudiantes acceden a Internet y lo utilizan para fines académicos sin importar el sector educativo, sin embargo, el nivel de competencia lectora difiere significativamente, ubicándose los estudiantes de las escuelas públicas en los niveles más bajos, lo que resta oportunidades a sectores socialmente más vulnerables y produce neoanalfabetos con altos costos económicos para la nación.

scholarly journals Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia

2021 ◽  
Author(s):  
Linda Mihno ◽  
Keyword(s):  
Socioeconomic Status ◽  
Financial Literacy ◽  
Psychological Factors ◽  
Positive Attitude ◽  
Financial Education ◽  
Reading Literacy ◽  
Mathematical Literacy ◽  
Wide Range ◽  
The Mean ◽  
Literacy Performance

The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.

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