1. George Mason University
Lessons Learned about Engagement in Reading from the Program for International Student Assessment (PISA)
William G. Brozo
George Mason University
Spotlight on Assessment: Research and Practice from IRA Publications, International Reading Association Annual Convention, Atlanta, GA, May 2008
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2. BRIEF BACKGROUND ON PISA
Program for International Student Assessment (PISA)
PISA is organized under the auspices of the Organization for Economic Cooperation and Development (OECD) and is directed in the United States by the National Center for Education Statistics (NCES)
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3. BRIEF BACKGROUND ON PISA
The OECD is an intergovernmental organization of industrialized countries based in Paris that serves as a forum for member countries to cooperate in research and policy development on social and economic topics of common interest
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4. BRIEF BACKGROUND ON PISA
First implemented in 2000 and given every three years, most recently in 2006
A system of international assessments that measure fifteen-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy
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5. BRIEF BACKGROUND ON PISA
While each of the three areas is studied every three years, one area receives greater attention, involving more items and more detailed results
In 2000, reading literacy was the “major domain”; in 2003, mathematics literacy was the major domain; 2006, the focus was on science literacy; 2009 the focus returns to reading literacy
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6. BRIEF BACKGROUND ON PISA
The number of 15-year-olds assessed in the United States in 2000 totaled nearly 4,000 students from both public and nonpublic schools, spanning grades 9 through 12
Overall, approximately 265,000 students took part in PISA 2000 assessments in participating countries
Because it is an OECD study, the participating countries include the major industrialized countries of the world, those that are similar to the United States in economic and often in demographic terms
Thirty-two (32) countries participated in PISA 2000, including 28 OECD countries and 4 non-OECD countries.
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7. BRIEF BACKGROUND ON PISA
Provides participating nations with important trend information on learning outcomes for the three major subject areas (reading, mathematics, and science literacy)
Allows countries to measure outcomes of learning that reflect both societal and education system influences, and measure students' preparedness for adult life beyond compulsory schooling
Measures the cumulative educational experiences of 15-year-olds at a time when students will soon begin to make decisions that will shape their futures
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8. BRIEF BACKGROUND ON PISA: LITERACY DEFINED
The focus on “literacy” in PISA makes it unique among current national and international studies, such as the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP), that have a strong link to curriculum frameworks and seek to measure students’ mastery of specific knowledge, skills, and concepts
PISA is designed to measure “literacy” more broadly, to include learning that takes place both in and out of school, and learning as it is applied in the context of everyday situations
PISA defines reading literacy as “The ability to understand, reflect on and use written texts, in order to achieve one's goals and participate effectively in society“
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9. Why should teachers in the United States care about the results of PISA?
American teachers can gain much from becoming knowledgeable about its key findings, and even more from the lessons learned by educators from other nations who have turned that knowledge into policy initiatives and practical reforms.
We hear much in the rhetoric of leaders from each of our countries that raising reading achievement of youth will better prepare them for the new global economy. If this assumption is correct, it would be prudent to learn from each other about how best to prepare youth for these new global challenges.
The findings of PISA in the area of reading engagement provide a common focus for curricular and policy reform that could lead to increases in student achievement.
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10. What is Reading Engagement?
In general it’s the extent to which one has a positive regard toward reading, seeks out texts, and makes time to read
Comprised of many variables including:
* interest
* choice
* self-efficacy
Engagement has consistently been found to be a critical variable in reading achievement
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11. Reading Engagement
Over the past two decades, there have been volumes written about reading motivation and engagement and countless workshops and conference presentations devoted to the topic.
Yet, teachers feel they need more information and strategies to motivate students to read (Gambrell, 1996; O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992).
There is evidence that justifies this need. A well-documented slump in achievement and motivation occurs during the upper-elementary and middle school years (Anderman, Maehr, & Midgley, 1999; Cummins, 2001; Snow, 2002).
This phenomenon may not be restricted to a particular country or region of the world. Evidence suggests that youth from across the globe exhibit a similar decline in performance and interest as they move from primary to secondary school (Brozo, 2005; Brozo & Simpson, 2007).
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12. Reading Engagement
Motivation cannot be detached from social contexts, such as classrooms, families, and communities. An individual youth’s motivation to read and learn is linked closely to the social worlds that are part of that youth’s daily life.
Not only should youth engage in interesting experiences related to what they read but, more important, why the content is being read and studied.
By linking the reading to students’ own needs, issues, concerns, and interests inside and outside of school, we increase engagement while helping them discover real-world purposes for reading
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13. Reading Engagement
Greenleaf, Jimenez, and Roller (2002) put it this way, “Only when adolescents read material that is important to them will they understand why one uses…reading strategies and skills, [and] only if adolescents understand why they might want to use these skills will they master them and use them”
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14. Reading Engagement
Evidence for the benefits of engaged reading is quite compelling.
Correlational data derived from the National Assessment of Educational Progress (NAEP) in the United States show that adolescents who identified themselves as being interested in reading not only achieved better scores on the NAEP but had better high school grade point averages than their less interested peers (Donahue, Daane, & Grigg, 2003).
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15. Reading Engagement
Reading engagement is also important to the maintenance and further development of reading skills beyond the age of 15.
The International Adult Literacy Survey found that reading skills can deteriorate after the completion of initial education if they are not used (OECD and Statistics Canada, 1995).
Engagement in reading is a predictor of learning success throughout life.
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16. Reading Engagement Guthrie and Wigfield (2000) assert that:
As students become engaged readers, they provide themselves with self generated learning opportunities that are equivalent to several years of education.
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17. PISA Indicators of Reading Engagement
Diversity of reading – the frequency with which students reported reading six types of text (magazines, comics, fiction books, non-fiction books, s, and web-pages)
Frequency of leisure reading – the frequency with which students reported that they engaged in leisure reading on a daily basis
Attitude toward reading – the extent to which students’ agreed with statements such as: I read only if I have to; Reading is one of my favorite hobbies; and I cannot sit still and read for more than a few minutes.
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18. Assessing Reading Engagement on PISA
Students’ responses on a questionnaire related to each component of engagement were combined to create an index that could be statistically correlated to PISA achievement scores and other scaled PISA findings
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19. Reading Engagement: Overall Findings
Engagement with reading correlated highly with achievement
However, many students reported low levels of engagement
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20. Reading Engagement: Overall Findings
Engagement was a greater influence on achievement than socio-economic status or parental occupation
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21. Reading Engagement: Overall Findings
Motivation to read and amount of time spent reading contributed significantly to the achievement gap between good and poor readers.
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22. Reading Engagement: Overall Findings
High interest in computer-based learning
More for males than females
This interest correlated with higher reading performance
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23. Reading Engagement: Overall Findings
Those whose parents had the lowest occupational status but who were highly engaged in reading outperformed students whose parents had high or medium occupational status but who were poorly engaged in reading.
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24. Reading Performance and Socio-Economic Background by Level of Reading Engagement on PISA
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25. Reading Engagement: Overall Findings
PISA also confirmed the gendered relationship between reading engagement and achievement. In all countries females viewed reading more positively, read more often, and outperformed males in reading.
Similarly, across countries, females tended to read long texts (e.g., novels) for enjoyment, while males preferred to read shorter texts that were more likely to provide information (e.g., newspapers, comics, and web pages).
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26. Reading Engagement: Overall Findings
Reading engagement levels for boys from the U.S. were well below the PISA average, while girls’ were slightly above the average for participating countries.
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27. Implications for practice
Increasing time spent reading
Increasing engagement for boys
Increasing the diversity of texts that students read
Capturing and sustaining reading engagement for high poverty students
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28. Increasing time spent reading
There are few contexts for sustained reading in secondary schools
There needs to be an increase in time allocated to personalized reading
The goal should be to develop students’ literacy abilities that lead to independence and competence with activities and tasks in everyday life
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29. Increasing engagement for boys
Boys were more motivated to read and achieved higher scores with non-continuous text
Boys need opportunities to use alternative texts as sources of information and pleasure that sustain their interests, build knowledge, and lead to exploring more traditional print materials once their imaginations have been captured
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30. Increasing the diversity of texts that students read
Efforts should also be made to ensure that all students have access to a range of different text types, at appropriate levels of difficulty, both at home and at school
Instruction in school settings should involve a broad variety of texts
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31. Capturing and sustaining reading engagement for high poverty students
Increasing reading engagement should be the highest priority for these students
Ensure a full and varied range of reading materials are available to students, including short and longer texts in both paper and electronic forms
School library programs that build on students’ motivation and interest, and that support their learning across the curriculum should be implemented
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32. Youth are our hope for the future, You are their hope today. Thank You
Remember,
Youth are our hope for the future,
You are their hope today.
Thank You
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33. Other Implications for Practice
Elevate Self-Efficacy
Engender Interest in New Reading
Connect Outside with Inside School Literacies
Make an Abundance of Interesting Texts Available
Expand Student Choices and Options
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34. Elevate Self-Efficacy
Students with high, school-related self-efficacy—the belief and confidence that they have the capacity to accomplish meaningful tasks and produce a desired result in academic settings—are more engaged and motivated than students with low self-efficacy (Pajares, 1996).
Reading that helps students make effort-outcome connection
Reading that heightens positive cultural identities
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35. Engender interest in new reading
A self-evident and empirically grounded truth about reading is that students will expend the energy necessary to read if they are interested in the material (Eccles, Wigfield, Schiefele, 1998; Guthrie & Humenick, 2004; Mosenthal, 1999).
Analogous experiences
Simulations & role plays
Guest speakers & performers
Debates & discussions
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36. Connect Outside with Inside School Literacies
The same students who may be disconnected from academic life and are aliterate within the domain of school-related reading may also be active readers and users of new media at home and in their communities (Alvermann, 2003)
Take advantage of youths’ relative strengths with language and literacy outside of school as source material for or segue to academic text/learning
Listening to and writing song lyrics
Reading teen, fanclub, auto, motorcycle magazines, and maintenance manuals
Finding and reading “cheat sheets” for computer games
Reading comic books and graphic novels
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37. Make an Abundance of Interesting Texts Available
In separate U.S.-based studies (Worthy, Moorman, & Turner, 1999; Ivey & Broaddus, 2001) it was discovered that the books youth would prefer to read are often scarce to non-existent in school.
It’s critical, therefore, that teachers get students interested in topics (Sadoski, Goetz, & Rodriguez, 2000; Schiefele, 1999; Wade, Schraw, Buxton, & Hayes, 1993) through the use of alternative texts, such as graphic novels and multimedia.
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38. Alternative texts in the secondary classroom
Use Information Books to Research Class Topics
Make Available Less Difficult/Modified Texts
Read Novels-Traditional and Graphic-Related to Class Topics
Sustained Silent Reading of Self-Selected Material Over Any
Topic and Materials Related to the Class
Read Articles From Popular Magazines, Newspapers,
Read Primary Documents from Websites
Read Realworld Texts
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39. Expand Student Choice and Options
Choice may be one of the most critical elements of motivation (Guthrie & Davis, 2003; Turner, 1995)
Allowing youth more input into curricular decision making could help increase their sense of autonomy and agency, while building academic competence and identities (Williams, 2003)
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40. Expand Student Choice and Options
Jesús: “Keep it real.”
Benita: “Don’t embarrass us.”
Corey: “Let us use our hands and stuff.”
Said: “What can we do with it?”
My Bag
Interest inventories
Alternative response options
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41. Brozo08 IRA Publications Series
Spotlight on Assessment: Research and Practice From IRA Publications
What are the purposes of assessment? What do we assess? How do we assess reading and writing? Which assessments should we use? What is our role in assessment? How can we use current technology to aid assessment? Educators must consider these questions now more than ever to assist students in reaching high levels of literacy achievement. This session will summarize research on reading and writing assessment and provide ideas for classroom practice, with each presenter highlighting a recent IRA publication.
Presenters:
Peter Afflerbach, author, Understanding and Using Reading Assessment, K–12, University of Maryland, College Park; William G. Brozo, author, “Engagement in Reading: Lessons Learned From Three PISA Countries,” Journal of Adolescent & Adult Literacy, George Mason University, Fairfax, Virginia; Karen Bromley, author, “What Can We Learn From the Word Writing CAFÉ?,” The Reading Teacher, Binghamton University, New York; Ernest Balajthy, author, “Technology and Current Reading/Literacy Assessment Strategies,” The Reading Teacher, State University of New York at Geneseo
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We hope you’ll be able to highlight your IRA publications (we’ll provide copies of articles/chapters as handouts), and also describe any recent work you’ve been doing in this area, taking a practical or research-to-practice approach. We should be able to allot 25 minutes or so for each presenter, and still have time for questions at the end.
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