The PISA (Programme for International Student Assessment) Reading Achievement Differences Across Students in China, Japan, and Korea

• In Event: Poster Session 8
  In Poster Session: Issues in Literacy Education

Abstract

Studies show that (a) reading skills are positively associated with active participation in society (e.g., Kintsch, 1998), (b) students with developed reading proficiency become more academically successful (e.g., Holloway, 1999), and (c) society’s economic growth is closely related to members’ reading abilities (e.g., Olson, 1977a). Thus, the present study explores first language reading proficiency of 15-years-old students in China, Japan, and Korea by analyzing the Programme for International Student Assessment (PISA) 2009 data. Analysis of Covariance and Multiple Regression were employed to compare students’ reading achievement. They demonstrate significant differences in the mean reading scores. Session participants may leave the session with each group’s reading achievement patterns and explanations and educational implications of the results.

Author

• Jaran Shin, University of California - Berkeley