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Book Review: The IEA Study of Reading Literacy: Achievement and Literacy Instruction in Thirty-Two School Systems

Book Review: The IEA Study of Reading Literacy: Achievement and Literacy Instruction in... BOOK REVIEWS The lEA study of readlnillteracy: Achievement and literacy Instruction In thlrty-two school systems Edited by Warwick B. Elley Oxford: Pergamon for the International Association for the Evaluation ofEducational Achievement, 1994. 278pp. ISBN 0-08-041933X This book documents the development, method and findings of the largest International Studies in Educational Achievement (lEA) study to date. In eight chapters, the book reports on the lEA Reading Literacy study that was conducted in thirty-two school systems across the world to provide information about students' literacy achievement levels at ages nine and fourteen. The data were collected during 1990 and 1991 from 210000 students in over twenty languages. The study had five aims: (i) To describe the achievement levels in reading literacy of comparable samples of students in all education systems, (ii) to describe the voluntary reading activities of 9- and 14-year-olds, (iii) to identify differences in policies and instructional practices in reading and to study the ways in which they relate to students' achievement and voluntary read­ ing, (iv) to provide valid international tests and questionnaires which could be used to investigate reading literacy development in other countries, and (v) to provide national baseline data suitable for monitoring changes in literacy http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: The IEA Study of Reading Literacy: Achievement and Literacy Instruction in Thirty-Two School Systems

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Publisher
SAGE
Copyright
© 1996 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419604000209
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEWS The lEA study of readlnillteracy: Achievement and literacy Instruction In thlrty-two school systems Edited by Warwick B. Elley Oxford: Pergamon for the International Association for the Evaluation ofEducational Achievement, 1994. 278pp. ISBN 0-08-041933X This book documents the development, method and findings of the largest International Studies in Educational Achievement (lEA) study to date. In eight chapters, the book reports on the lEA Reading Literacy study that was conducted in thirty-two school systems across the world to provide information about students' literacy achievement levels at ages nine and fourteen. The data were collected during 1990 and 1991 from 210000 students in over twenty languages. The study had five aims: (i) To describe the achievement levels in reading literacy of comparable samples of students in all education systems, (ii) to describe the voluntary reading activities of 9- and 14-year-olds, (iii) to identify differences in policies and instructional practices in reading and to study the ways in which they relate to students' achievement and voluntary read­ ing, (iv) to provide valid international tests and questionnaires which could be used to investigate reading literacy development in other countries, and (v) to provide national baseline data suitable for monitoring changes in literacy

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1996

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