The Relationship Between Reading Informational Text and Student Reading Achievement at Fourth Grade: A Study Based on PIRLS (Progress in International Reading Literacy Study) 2011 Data

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-21 - Research in Reading and Literacy SIG Roundtable

Abstract

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few quantitative studies have been conducted to examine if the frequency of reading informational text is relevant to student reading achievement. This study aims to investigate the relationship of reading informational text and students’ reading performance in 4th grade based on PIRLS 2011 data through multilevel modeling.

Authors

• Dan Li, Iowa Department of Education

• Constance C. Beecher, Iowa State University