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PISA-PIRLS-Taskforce of IRA International Reading Association Annual Convention, May 9, 2011 (Orlando, FL, USA). PISA 2009: A Critical Analysis of Trends and Developments with Implications for Adolescent Literacy Practice and Policy William G. Brozo

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  1. PISA-PIRLS-Taskforce of IRAInternational Reading Association Annual Convention, May 9, 2011 (Orlando, FL, USA) PISA 2009: A Critical Analysis of Trends and Developments with Implications for Adolescent Literacy Practice and Policy William G. Brozo George Mason University, Fairfax, Virginia, USA Christine Garbe University of Cologne, Germany Gerry Shiel St. Patrick's College, Dublin, Ireland

  2. Map of Presentation • Introduction of Presenters; IRA PIRLS/PISA Task Force (Bill Brozo) • Major Trends and Developments in PISA (Gerry Shiel) • Key Findings – Ireland (Gerry Shiel) • Key Findings – Germany (Christine Garbe) • Key Findings – US (Bill Brozo) • Conclusions: Implications for Adolescent Literacy Practice and Policy (Bill Brozo) • Discussion

  3. Introduction of Presenters; IRA PIRLS/PISA Task Force William G. Brozo wbrozo@gmu.edu George Mason University, Virginia, USA

  4. Bill Brozo • Professor of Literacy at George Mason University, Fairfax, Virginia, USA • Degrees from the University of North Carolina and the University of South Carolina • Member of PISA/PIRLS Task Force since its inception in 2003 • Involved in international projects in the Balkans and Europe and most recently in Oman • Scholarship focuses on issues of adolescent literacy

  5. PISA/PIRLS Task Force • In 2003, The International Reading Association Board of Directors requested that an International Task Force be convened to consider the PISA 2000 findings • Of particular interest to the board were the policy and practice implications of PISA • Original Task Force members in addition to me included Keith Topping of Scotland, Renate Valtin of Germany, Maria Dionisio of Portugal, and Cathy Roller of IRA

  6. PISA/PIRLS Task Force • Generated reports and PowerPoint slide shows available at the IRA website • Given numerous presentations at national and international conferences • After a 2-3 year period of relative dormancy, the Task Force was given new life in 2010 when the IRA Board of Directors authorized its reconstitution to coincide with findings from PISA 2009

  7. PISA/PIRLS Task Force • Current Task Force members include: Gerry Shiel of Ireland; Christine Garbe of Germany; Sari Sulkunen of Finland; Amby Pandian of Malaysia • Bill Brozo serves as the chairperson of the Task Force

  8. Gerry Shiel • Research Fellow since 1997 at the Educational Research Centre at St. Patrick’s College in Dublin • Consultant to OECD on Cycles II, III, and IV of PISA, including PISA 2009 • Current chair of Federation of European Literacy Association • Author of numerous research, policy, and practical publications related to reading literacy

  9. Major Trends and Developments in PISA / Key Findings Ireland Gerry Shiel gerry.shiel@erc.ie St. Patrick‘s College, Dublin, Ireland

  10. PISA Products – www.pisa.oecd.org

  11. What is PISA? • Programme for International Student Assessment - Project of OECD • International survey of achievement of 15-year-old students • Reading literacy, mathematical literacy, scientific literacy • Three-yearly cycles - 2000, 2003, 2006, 2009, 2012. . . • In 2009, 65 countries/economies participated in PISA - 34 OECD member/candidate countries and 31 ‘partner’ countries = nearly 90 % of world economy

  12. Purposes of PISA • Describe the performance of 15-year olds in reading literacy and in other areas • Examine equity in performance within and across countries, and identify factors associated with equity • Examine variables associated with reading literacy (enjoyment of reading, engagement in reading) • Monitor trends in performance and related indicators

  13. Reading-related Components of PISA 2009

  14. PISA Reading Literacy Framework

  15. Mean Scores of Selected Countries Relative to OECD Country Average (2009)

  16. Changes in Overall Reading Performance (2000-09) (Selected Countries)

  17. Trends in gender differences in reading (2000-2009) 17

  18. Aspects of Reading Engagement and Learning Assessed in PISA Learning • Understanding and remembering • Summarising • Memorisation strategies • Elaboration strategies • Control strategies Engagement Time spent reading for enjoyment Enjoyment of reading scale (attitude to reading) Diversity of print-reading materials Diversity of online reading activities Reading for school 18

  19. Association between Reading for Enjoyment and Reading Performance (OECD Average)

  20. Changes in Frequency of Reading for Pleasure (2000-2009) – Percentages Who Read for Enjoyment

  21. Use of Reading Strategies (OECD Average – Performance by Quarter) Index of Summarising Index of Understanding & Remembering

  22. Reading for Enjoyment and SES (Ireland)

  23. Effects of Strategy Usage on Print Reading Performance - IRELAND

  24. Reflections on Ireland • Decline in overall reading performance • Demographic and other changes since 2000 • Decline in reading for enjoyment • Effects of different reading strategies • Draft plan to improve literacy and numeracy

  25. Key Findings – Germany Christine Garbe christine.garbe@uni-koeln.de University of Cologne, Germany

  26. Christine Garbe • Professor of German Language and Literature at the University of Cologne after many years at Leuphana University, Lueneburg • Coordinator of major Adolescent Literacy grant Projects in Europe – ADORE, BaCuLit • Initiator of an International ADOLESCENT LITERACY NETWORK: www.alinet.eu • Frequent author and presenter on topics related to PISA and adolescent literacy

  27. Major Trends and New Developments for German Adolescents: Some good news • Germany is one of the seven OECD-member states that significantly improved in reading competences • In PISA 2000 Germany performed well below the OECD-average (500) with 483 points; in PISA 2009 Germany reached 497 points and is thus just above the OECD-average (493).

  28. Major Trends and New Developments for German Adolescents: some good news • Germany improved its results on the overall reading literacy scale mainly because of improvements by the poor readers. • In PISA 2000 the “students at risk” (performing below level 2) were 22,6 %; in PISA 2009, this reduced to 18,5 %. With regard to the highest performers - level 5 (in PISA 2009 including level 6) - no progress was made: the share of students declined from 8,8 to 7,6 %.

  29. Major Trends and New Developments for German Adolescents: some good news • The improvement of Germany´s overall results in reading literacy was brought about by reducing the gap between the strong and poor readers • In particular, students with migrant backgrounds improved considerably: they achieved 26 points more than in PISA 2000, twice as much as the whole German cohort (+ 13 points)

  30. Major Trends and New Developments for German Adolescents: not so good news • Nevertheless the gap between German native speakers and Second language learners / students with migrant background is still too large: German natives reach 514 points, students with migrant background reach 470 points • The difference of 44 points is equivalent to more than one year of schooling

  31. Major Trends and New Developments for German Adolescents: not so good news • German students are relatively weak performersin the Reading literacy subscale “Reflect and evaluate”, i.e. in the most complex and demanding tasks • With 491 points, Germany ranks at position 27 (out of 65), whereas in the overall reading scale at position 20. Students of Ireland (position 16) and the US (position 10) perform much better in this aspect.

  32. Major Trends and New Developments for German Adolescents: not so good news • Gender differences in reading did not change significantly between 2000 and 2009 • Girls are performing 40 points better than boys in overall reading competence. There are slight differences in the three subscales: • Access and retrieve information: 38 points. • Integrate and interpret: 36 p. • Reflect and evaluate: 44 p.

  33. Major Trends and New Developments for German Adolescents: not so good news • Boys are over-represented in the lowest proficiency levels: • Below level 2 (poor performers) there are 18,5 % German Students. Boys: 24 %, Girls: 12,6 % • Reading for Enjoyment (outside of school) did not increase in Germany: 41 % of German youth do not read for pleasure (in 2000 42 %) • Especially where boys are concerned: 50 % compared with 25 % girls do not read for pleasure.

  34. Key Findings - US William G. Brozo wbrozo@gmu.edu George Mason University, Virginia, USA

  35. Major Trends and New Developments for U.S. Adolescents • No state- or school district-level results are available • Overall, 15-year-olds in the United States achieved a slightly but not significantly lower score in 2009 (500) compared with 2000 (504) • Up slightly but not significantly from 2003 (495)

  36. READING LITERACY: GENDER • Girls outperformed boys in reading literacy in the United States as in every participating country • In 2000 the disparity between girls and boys in the U.S. was 28 points; in 2009, there was a 25 point difference in overall achievement favoring girls • Girls overall achievement was 518 in 2000 and 513 in 2009 compared with boys 490 in 2000 and 488 in 2009

  37. READING LITERACY: RACE

  38. READING LITERACY: SOCIOECONOMIC CONTEXTS

  39. READING LITERACY: ENGAGEMENT • The pattern for U.S. 15-year-olds is similar to the pattern for all students on PISA • Higher reading engagement, as demonstrated by time spent reading and attitudes toward reading, is related to higher achievement

  40. READING LITERACY: ENGAGEMENT • Students who do not read for enjoyment had a score of 467 while those who read one, two, or more hours per day had scores from 541-544 • Students who strongly agree with the statement “I read only if I have to” had a score of 459, while those who strongly disagree had a score of 552 • For students who view reading as a favorite hobby, their score was 562, while those who do not had a score of 466

  41. READING LITERACY: READING STRATEGIES • 15-year-olds in the U.S. who use reading strategies and processes regarded as effective ways of aiding comprehension had higher scores than those who did not • Monitoring comprehension, determining importance, connecting new information with prior knowledge, summarizing, and questioning were all related to higher achievement

  42. READING LITERACY: READING STRATEGIES • Students who almost always check their understanding after reading had a score of 521, while those who almost never do this had a score of 465 • Those who almost always try to identify the important points while reading had a score of 532, while those who almost never do this had a score of 436 • Students who relate new information to what they’ve already learned had a score of 526, while those who almost never do this had a score of 480

  43. READING LITERACY: READING STRATEGIES • Those who summarize what they read had scores ranging from 513 – 519, while those who rarely did this had scores between 460 – 480 • Those students who always ask their own questions while reading had a score of 519, while those who almost never do this had a score of 445

  44. Conclusions: Implications for Adolescent Literacy Practice and Policy William G. Brozo wbrozo@gmu.edu George Mason University, Virginia, USA

  45. Implications for Adolescent Literacy Practice and Policy: Gender • More attention needs to be given to declining reading achievement and motivation among boys, particularly for boys of color and migrant backgrounds • Texts and instructional practices will need to be culturally responsive and orchestrated in ways that capture boys’ imaginations, sustain their attention, and build competency • Boys competencies with non-continuous and alternatively formatted text may serve as bridge to academic literacy

  46. Implications for Adolescent Literacy Practice and Policy: Race/SES • PISA 2009 continues to show most of the lowest performing 15-year-olds are poor and minority children • For example, Asian-American and White students in the U.S. have some of the best scores in the world, but Black and Hispanic students rank near the bottom among OECD countries • Some argue that the United States runs separate and unequal schools and neighborhoods leading to ill- educated youth  • The conditions of the schools and neighborhoods for our poor, African American, and Hispanic youth, they assert, are not designed to develop high levels of reading literacy

  47. Implications for Adolescent Literacy Practice and Policy: Race/SES • Furthermore, we accept poverty, violence, drugs, unequal school funding, uncertified teachers, and de facto segregation in the schools that serve these children and in the neighborhoods in which they live  • These unequal conditions may be the major reason we fall short in international comparisons when we combine the scores of these ill-educated youth with those of youth who enjoy better resources  • As long as these differences are allowed to exist, some have argued, we will rank about average in international comparisons

  48. Implications for Adolescent Literacy Practice and Policy: Reading Strategies • The evidence is compelling for literacy curricula that emphasizes critical reading processes • This emphasis should be the focus right from the start in our language and literacy schemes for children • The new Common Core State Standards movement places emphasis on helping students read and succeed with increasingly complex text starting in the early grades

  49. Implications for Adolescent Literacy Practice and Policy: Reading Strategies • To be successful with complex text, students will need to be skillful and flexible with a range of effective reading comprehension strategies, such as questioning, summarizing, identifying importance, connecting new content to prior knowledge, and monitoring comprehension

  50. Cross-National Implicationsfor Adolescent Literacy Policy and Practice • Strive to bring males to achievement levels that parody those of females • Close the gap between the lowest and highest performers • Increase reading engagement for all youth • Stress high-yield reading strategies

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