Can the School Infl uence the Reading Skills of Young Children? Analyzing the Results of PIRLS-2006

Мarina Pinskaya, Tatiana Timkova and Ol'ga Obukhova

Voprosy obrazovaniya / Educational Studies Moscow, 2009, issue 2, 87-107

Abstract: Among the factors that contributed to the good performance of Russian students in PIRLS and PISA (international comparative studies of education quality), considerable prominence is given to conditions unrelated to schools (the social context of the school; the family's education potential, etc.). The question naturally arises: what is (or what can be) the school's input in students' achievements? If Russia's success in PIRLS is largely attributed to reading policies in students' homes, is it true that teaching strategies employed by elementary school teachers do not aff ect reading skills? The aim of this research is to study the role of the school in forming reading skills in elementary schoolchildren. The conclusions of the article are considered by the authors as hypotheses.

Keywords: elementary schoolchildren; reading skills; PIRLS; PISA; family’s education potential (search for similar items in EconPapers)
Date: 2009
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nos:voprob:2009:i:2:p:87-107

Access Statistics for this article

More articles in Voprosy obrazovaniya / Educational Studies Moscow from National Research University Higher School of Economics
Bibliographic data for series maintained by Marta Morozova ().