here - TIMSS and PIRLS Home - Boston College

More documents

Recommendations

Info

Exhibit 5.6 Emphasis on Reading Curriculum in the Schools . . . . . . . . . . . . . . . . . . . . . . . 170 Exhibit 5.7 Emphasis on Purposes for Reading in the Reading Curriculum . . . . . . . . . . . . . . 171 Exhibit 5.8 Emphasis on Processes of Comprehension in the Reading Curriculum . . . . . . . . . 174 Exhibit 5.9 Schools’ Grade-by-Grade Emphases on Reading Comprehension Skills or Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 How Much Instructional Time Is Devoted to Reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Exhibit 5.10 Intended and Implemented Weekly Instructional Time for Language and Reading (Formal and Integrated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Exhibit 5.11 Number of Hours Reading Is Taught Weekly (Formal and Integrated) with Trends . . 182 Exhibit 5.12 Teachers Spend Time for Formal Reading Instruction . . . . . . . . . . . . . . . . . . . . 183 Exhibit 5.13 Frequency of Reading Instruction During the Week . . . . . . . . . . . . . . . . . . . . . 184 Exhibit 5.14 Teachers’ Time Spent on Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . 185 How Are Classes Organized for Reading Instruction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Exhibit 5.15 Organization of Students for Reading Instruction . . . . . . . . . . . . . . . . . . . . . . 187 Exhibit 5.16 Class Size for Reading and Language Instruction with Trends* . . . . . . . . . . . . . . 188 How Do Schools Help Students with Reading Difficulties? . . . . . . . . . . . . . . . . . . . . . . . . . 191 Exhibit 5.17 Students In Class Needing Special Instruction . . . . . . . . . . . . . . . . . . . . . . . . . 192 Exhibit 5.18 Availability of Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Chapter 6 195 Teachers and Reading Instruction What Education and Training Do Teachers Have for Teaching Reading?. . . . . . . . . . . . . . . . 195 Exhibit 6.1 Reading Teachers’ Formal Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Exhibit 6.2 Areas of Emphasis in Teachers’ Formal Education and Training . . . . . . . . . . . . . . 199 What Are the Background Characteristics and Responsibilities of Reading Teachers? . . . . . 200 Exhibit 6.3 Teachers’ Gender, Age, and Number of Years Teaching . . . . . . . . . . . . . . . . . . . 201 Exhibit 6.4 Teachers’ Teaching Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 What Instructional Resources Do Teachers Use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Exhibit 6.5 Materials Schools Used for Their Reading Instructional Programs . . . . . . . . . . . . 206 Exhibit 6.6 Materials Used by Teachers for Reading Instruction . . . . . . . . . . . . . . . . . . . . . 208 Exhibit 6.7 Teachers’ Use of Literary Texts for Reading Instruction . . . . . . . . . . . . . . . . . . . . 211 Exhibit 6.8 Teachers’ Use of Informational Texts for Reading Instruction . . . . . . . . . . . . . . . . 212 Exhibit 6.9 Trends in Teachers’ Use of Literary and Informational Texts for Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 How Often Do Students Read Aloud and Independently in Class?. . . . . . . . . . . . . . . . . . . . 214 Exhibit 6.10 Emphasis on Decoding and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Exhibit 6.11 Teachers Ask Students to Do Classroom Activities at Least Weekly to Develop Reading Comprehension Skills or Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Exhibit 6.12 Teachers’ Reports About Reading Aloud or Silently in Class . . . . . . . . . . . . . . . . 218 Exhibit 6.13 Students’ Reports About Students Reading Aloud in Class . . . . . . . . . . . . . . . . . 220 Exhibit 6.14 Students’ Reports About Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . 221 What Activities Do Students Do in Response to Class Reading?. . . . . . . . . . . . . . . . . . . . . . 222 Exhibit 6.15 Teachers’ Reports About Reading Comprehension Activities After Instruction with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Exhibit 6.16 Students Answer Questions Aloud About Class Reading . . . . . . . . . . . . . . . . . . 225 Exhibit 6.17 Students Answer Questions in Workbooks or Worksheets About Class Reading . . . 226 Exhibit 6.18 Students Write Something About Class Reading . . . . . . . . . . . . . . . . . . . . . . . 227 Exhibit 6.19 Teachers’ Reports on Giving a Written Quiz or Test After Students Read . . . . . . . . . 228 What Library Resources Are Available and How Are They Used? . . . . . . . . . . . . . . . . . . . . . 229 Exhibit 6.20 Access to School and Classroom Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Exhibit 6.21 Students Visit and Borrow Books from School or Local Library . . . . . . . . . . . . . . 231 How Are Computers Used for Reading Instruction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Exhibit 6.22 Computer Availability and Instructional Use with Trends . . . . . . . . . . . . . . . . . . 233 What Is the Role of Reading Homework? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 How Do Teachers Assess Reading Progress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Exhibit 6.23 Index of Reading for Homework (RFH) with Trends . . . . . . . . . . . . . . . . . . . . . . 236 Exhibit 6.24 Emphasis on Sources to Monitor Students’ Progress in Reading with Trends. . . . . . 238 Exhibit 6.25 Approaches to Assessing Students’ Performance in Reading with Trends. . . . . . . . 241 Exhibit 6.26 Teachers’ Reports on Uses to Which Classroom Assessment of Reading Is Put . . . . . 242 Chapter 7 245 School Contexts What Are the Schools’ Demographic Characteristics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Exhibit 7.1 Principals’ Reports on Their Schools’ Locations with Trends . . . . . . . . . . . . . . . . 249 Exhibit 7.2 Principals’ Reports on Their Primary Grade Students Coming from Economically Disadvantaged Homes with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Exhibit 7.3 Principals’ Reports on Primary Grade Students Not Speaking the Language of the Test as Their First Language with Trends . . . . . . . . . . . . . . . . . . . . . . . . 252 What Is the Role of the School Principal? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 What Shortages of School Resources Affect Reading Instruction? . . . . . . . . . . . . . . . . . . . . 254 Exhibit 7.4 Principals’ Time Spent on Various School–related Activities . . . . . . . . . . . . . . . . 256 Exhibit 7.5 Index of Availability of School Resources (ASR) with Trends . . . . . . . . . . . . . . . . 259 Exhibit 7.6 Workspace for Teachers Provided by Schools . . . . . . . . . . . . . . . . . . . . . . . . . 260 Exhibit 7.7 Schools’ Reports of Availability of Computers for Instructional Purposes with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 What Is the Level of Home-School Involvement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Exhibit 7.8 Index of Home–School Involvement (HSI) with Trends . . . . . . . . . . . . . . . . . . . 264 Exhibit 7.9 Teachers Communicating with Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 What Are the School Attendance Levels and Climate Characteristics? . . . . . . . . . . . . . . . . . 266 Exhibit 7.10 Parents Discuss Their Child’s Classroom Reading Work with Him or Her . . . . . . . . . 267 Exhibit 7.11 Seriousness of Absenteeism in Schools with Trends . . . . . . . . . . . . . . . . . . . . . 268 Exhibit 7.12 Index of Principal’s Perception of School Climate (PPSC) with Trends . . . . . . . . . . 271 Exhibit 7.13 Index of Teacher Career Satisfaction (TCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 How Safe Are Schools? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Exhibit 7.14 Index of Parents’ Perceptions of School Environment (PPSE) . . . . . . . . . . . . . . . . 276 Exhibit 7.15 Index of Student Safety in School (SSS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Exhibit 7.16 Index of Principals’ Perception of School Safety (PPSS) with Trends . . . . . . . . . . . 279
Page 3 and 4: PIRLS 2006 International Report IEA
Page 5 and 6: Contents Executive Summary 1 Introd
Page 7: Chapter 3 105 Literacy-related Acti
Page 11: Appendix C 327 Percentiles and Stan
Page 14 and 15: executive summary Building on the P
Page 16 and 17: Changes in Reading Achievement: PIR
Page 18 and 19: executive summary percentages of st
Page 20 and 21: ▶ ▶ ▶ ▶ ▶ executive summa
Page 22 and 23: 10 executive summary ▶ ▶ ▶
Page 24: 1 executive summary ▶ ▶ ▶ ▶
Page 28 and 29: 16 introduction The IEA (Internatio
Page 30 and 31: 18 introduction An important innova
Page 32 and 33: 20 introduction What Background Inf
Page 34 and 35: 22 introduction Exhibit Countries P
Page 36 and 37: 24 introduction For the sake of com
Page 38 and 39: 26 introduction Exhibit 2 Exhibit 2
Page 40 and 41: 28 introduction Which Students Were
Page 42 and 43: 30 introduction Exhibit Exhibit 3 3
Page 44: 32 introduction The student samplin
Page 48 and 49: 36 chapter 1: international student
Page 58 and 59:
46 chapter 1: international student
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76:
Page 80 and 81:
68 chapter 2: performance at intern
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
100 chapter 2: performance at inter
Page 114 and 115:
102 chapter 2: performance at inter
Page 117 and 118:
Chapter 3 Literacy-related Activiti
Page 119 and 120:
chapter 3: literacy-related activit
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 151 and 152:
Chapter 4 Students’ Reading Attit
Page 153 and 154:
chapter 4: students’ reading atti
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167:
Page 170 and 171:
140 chapter 4: students’ reading
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 187 and 188:
Chapter 5 School Curriculum and Org
Page 189 and 190:
chapter 5: school curriculum and or
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223:
Page 226 and 227:
196 chapter 6: teachers and reading
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272:
Page 276 and 277:
246 chapter 7: school contexts area
Page 278 and 279:
248 chapter 7: school contexts of t
Page 280 and 281:
250 chapter 7: school contexts Exhi
Page 282 and 283:
Page 284 and 285:
254 chapter 7: school contexts What
Page 286 and 287:
Page 288 and 289:
258 chapter 7: school contexts Give
Page 290 and 291:
Page 292 and 293:
262 chapter 7: school contexts It i
Page 294 and 295:
Page 296 and 297:
266 chapter 7: school contexts year
Page 298 and 299:
Page 300 and 301:
270 chapter 7: school contexts stud
Page 302 and 303:
272 chapter 7: school contexts perc
Page 304 and 305:
274 chapter 7: school contexts As s
Page 306 and 307:
Page 308 and 309:
278 chapter 7: school contexts Comp
Page 311 and 312:
Appendix A Supplementary Informatio
Page 313 and 314:
appendix a: overview of pirls 2006
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 347 and 348:
Appendix B Multiple Comparisons of
Page 349 and 350:
appendix b: multiple comparisons of
Page 351 and 352:
Page 353 and 354:
Page 355:
Page 358 and 359:
328 appendix c: percentiles and sta
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 369 and 370:
Appendix D Sample Passages, Questio
Page 371 and 372:
appendix d: sample passages, questi
Page 373 and 374:
20 appendix d: sample passages, que
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Questions Unbelievable Night append
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
12 appendix d: sample passages, que
Page 403 and 404:
14 Questions 6-9 are about the Pill
Page 405 and 406:
16 Questions 11-13 are about the Wo
Page 407 and 408:
Page 411 and 412:
Appendix E Item Descriptions Develo
Page 413 and 414:
appendix e: reading items used for
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421:
Page 424 and 425:
394 appendix f: iceland and norway
Page 427 and 428:
Appendix G Organizations and Indivi
Page 429 and 430:
appendix g: organizations and indiv
Page 431 and 432:
Page 433 and 434:
Page 436 and 437:
TIMSS & PIRLS International Study C
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445:
Page 448 and 449:
Page 450 and 451:
Page 453:
show all

here - TIMSS and PIRLS Home - Boston College

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?