Volume III of PISA 2009 results examines 15-year-olds’ motivation, their engagement with reading and their use of effective learning strategies. The book opens with an introduction to PISA and a reader's guide to help user's understand the findings. Chapter 1 examines how engaging in reading activities and approaching learning positively relates to reading proficiency. Chapter 2 examines how much students read for enjoyment, what they read, and how much they enjoy reading. Chapter 3 examines the extent to which reading and learning habits relate to performance differences between boys and girls. The final chapter discusses the policy implications of the findings. Annexes provide detailed statistical data and technical information.
Tables des matières:
Executive Summary Introduction to PISA Reader's Guide Chapter 1. Effective Learners, Proficient Readers -How PISA 2009 examines engagement in reading and approaches to learning -Engagement in reading activities and reading performance -Approaches to learning and reading performance -Do observed associations mirror the demographic and socio-economic background of students? Chapter 2. The Reading and Learning Habits of 15-Year-Olds -Profiles of readers -The reading habits of 15-year-olds -Approaches to learning Chapter 3. Tackling Gender and Socio-Economic Inequalities in Reading -Inequalities in reading performance and the role of engagement in reading and learning strategies -How reading habits and approaches to learning mediate the gender gap in reading performance -How reading habits and approaches to learning mediate socio-economic inequalities in reading performance -The underachievement of disadvantaged boys Policy Implications -Engagement in reading matters -Approaches to learning matter -Levelling the playing field matters References Annex A. Technical Background -Annex A1. Construction of reading scales and indices from the student, school and parent context -Annex A2. The PISA target population, the PISA samples and the definition of schools -Annex A3. Standard errors, significance tests and sub-group comparisons -Annex A4. Quality Assurance -Annex A5. Latent profile analysis Annex B. Tables of Results -Annex B1. Results for countries and economies -Annex B2. Results for regions within countries Annex C. The Development and Implementation of PISA - A Collaborative Effort