Due to PISA inconsistencies and three years of learning loss, Indonesia's new curriculum paradigm focuses on core skills, particularly reading literacy. In 2021, the minimum competency assessment ...(MCA) took the place of the national assessment, and since then it has had teachers and students worried about academic success. This research aims to develop valid, practical, and effective PISA-like reading questions to prepare students for the MCA. The development study was used as a grand framework of design research, consisting of a preliminary evaluation stage and a formative evaluation stage. This research involved 45 15-year-old middle school students of varied reading literacy levels. The analysis in this research was conducted qualitatively based on data from interviews, document reviews, observations, and tests to see how students worked on PISA-like reading literacy questions. This research produced valid and practical PISA-like reading literacy questions according to the PISA 2022 framework. In terms of content, the PISA-like reading literacy questions focus on topics of news items. In terms of context, students explore new situations, especially in relation to health. Student competences are measured at the application and reasoning levels. This study suggests that PISA-like reading literacy questions can be a source of inspiration for teachers in designing questions, and they can be used to improve students' literacy skills.
The article presents the characteristics of original Slovene rebus stories that have been published in book form in the last five years. Systematically also older (original and translated) rebus ...stories were looked at, so we are able to suggest that the findings can be applied more generally to this particular form of reading material that has a distinctly didactic function in the learning to read or developing reading literacy phase. Our research focuses on the types of literary genre and themes that appear in rebus stories, the place of illustrations in these stories, and into the characteristics of quality rebus stories. Through the analysis of 24 rebus stories, we identified the genre and themes of these stories as well as their design aspect (the position of illustrations). Through a multimodal analysis of selected work we also identified the basic characteristics of quality rebus stories.
Text comprehension is one of the key skills that are learned during the school years. On the one hand, reading literacy is fundamental for successful comprehension, on the other hand, comprehension ...success is determined by textual features, i.e. its readability. Text readability thus presents an important issue — from both the reception (people may not be able to comprehend a text fully due to its low readability) and production perspective (people may not be able to produce a well readable text). The current study presents an experimental method for measuring readability of Czech texts of various genres based on the triangulation of (1) the rate of correct answers on comprehension questions, (2) intra-textual features, and (3) subjective assessment of text readability. The method is discussed in depth and individual steps are illustrated on an example of a research in progress under the project Linguistic Factors of Readability in Czech Administrative and Educational Texts.
Deutschland hat im Jahr 2021 zum fünften Mal an der Internationalen Grundschul-Lese-Untersuchung (IGLU) teilgenommen, in der die Lesekompetenz von Viertklässlerinnen und Viertklässlern untersucht ...wird. In diesem Skalenhandbuch sind alle in Deutschland eingesetzten Instrumente dokumentiert. Dies umfasst sowohl die deutschsprachigen Fassungen der international eingesetzten Instrumente als auch die nationalen Erweiterungen. Die in diesem Band berichteten deskriptiven Statistiken und Kennwerte ermöglichen einen Einblick in die Verteilungen von Angaben und in die Datenqualität. Außerdem werden System- und Organisationsvariablen sowie Sampling- und Gewichtungsvariablen dokumentiert. Zur Erleichterung der Arbeit mit den Datensätzen ergänzt dieses Skalenhandbuch die Materialen, die von der internationalen Studienleitung an anderer Stelle zur Verfügung gestellt werden. (DIPF/Orig.)
Minimum Competency Assessment (AKM) assesses fundamental skills required for all students to help them improve their skills and participate actively in society. The AKM aims to identify assessment ...data or reports on students' understanding of the material. The AKM is very important for teachers because it provides an objective measure of learning performance, and for students, the results of this assessment indicate their level of learning achievement. This study aims to describe the results of the analysis of the AKM reading literacy items at SMP IT Insan Utama Pekanbaru. The research method used is a descriptive qualitative method with content analysis. Based on the study's results, the percentage results of the difficulty level analysis of the guiding items were that 70% of the questions were categorized as difficult, 25% were moderate, and 5% were easy. It means that too many questions are difficult. The results of the calculation of differentiating power show that 40% of the questions are very good, 20% are good, 10% are sufficient, and 30% are bad. The analysis of the effectiveness of the checkers shows that 5% of the questions are very good, 15% good, 10% not good enough, 20% bad, 15% very bad.
The results of the international study on reading literacy show that Indonesian students' reading ability lags far behind other countries. Even nationally, the government measures students' reading ...literacy levels inadequately. The government initiated the School Literacy Movement (Gerakan Literasi Sekolah/GLS) to increase interest in reading in 2016. The purpose of this study is to describe the implementation of GLS in four elementary schools in Cisauk District, South Tangerang, during the pre-pandemic, pandemic, and post-pandemic covid-19 period. The participants of this study were 17 people, consisting of school principals, teachers, and librarians. This research is descriptive qualitative with data collection techniques in the form of FGDs, interviews, and observation. Data analysis techniques include reducing data, presenting data, and drawing conclusions. This study found that the GLS applied in the four elementary schools is still at the habituation stage of 15 minutes of reading before studying, providing a reading corner, reading in the library, and displaying students' work in wall magazines and classrooms. During the pandemic, students have more opportunities to access readings on the internet to do assignments compared to the pre-pandemic period. In the post-pandemic era, literacy has not been fully revived. Due to a lack of understanding, school principals and teachers have not varied the practice of GLS and still need mentoring.
Reading literacy is not only central to students' academic success during their school years but also crucial to their personal development in their later life. The development of assessment ...instruments for reading literacy has been of interest to researchers, educators and educational administrators. The purpose of the present study was to construct and validate a comparable item bank for assessing fourth-grade students' reading literacy.
One hundred fifteen reading comprehension items were developed and administered to 2,174 Grade 4 students to construct an item bank. Using the test equating technique and balanced incomplete block design, we divided participants into 10 subgroups, and the 115 items were further assigned into 10 test forms. Item response theory software was used to estimate discrimination, items' threshold parameters, and students' ability parameters. The criterion-related validity was also examined in 135 Grade 4 students who completed the reading literacy test and verbal self-description questionnaire.
The final item bank included 99 reading performance indicators to express high achievement. The correlation between the students' reading literacy and the verbal self-description questionnaire was significant and demonstrated the item bank's good criterion-related validity. The item bank developed in this study shows good psychometric characteristics and can be used to assess the reading literacy of fourth graders.
Text comprehension subsumes different processes, some of which are often implemented unconsciously. Inferences are part of these unconscious mechanisms and constitute deductions carried out by the ...reader while reading a text. However, these processes are often not made explicit and stay implicit even for the reader himself. Starting from the text comprehension process and the classification of inferences, this paper suggests a method for detecting and analysing these mechanisms in pre-school age; it also aims to highlight which inferences are drawn most easily by children of preschool age.
This paper, based on an experiment conducted at a lower secondary level, investigates students' understanding of implicit information. What emerged from the observation is that the lack of ...understanding of implicit information leads to poor comprehension of the text and, consequently, reconstructing the meaning of a text on the basis of implicit information is a skill that can and should be taught, starting from the early stages of schooling.
The use of information and communication technologies (ICT) is increasingly becoming prevalent among students, both at home and school. While inconsistent results were found for student ICT use and ...reading literacy, this study attempted to explain these ambiguous links with the moderation of ICT use intensity and mediation of metacognition. Three moderated mediation models for each type of ICT use (at home for entertainment activities and for schoolwork, as well as at school) were analyzed using a Hong Kong sample taken from the Programme for International Student Assessment (PISA) 2018 data pertaining to 5180 15-year-old students from 152 schools. A dynamic effect pattern was found for the links of all ICT use types and reading literacy with the increasing intensity of ICT use, which begins with a positive effect followed by a decrease to less positive, then turns to fluctuating negative and finally ends up with a stable negative effect. But the dominant effect varies across ICT use intensity, which result in different overall effects of three ICT use types. In addition, all three aspects of metacognition showed a profound negative mediation on links of intensive and excessive ICT use with reading literacy, and a less positive mediation for limited ICT use. The metacognition of assessing credibility showed a more important role than summarizing, which was followed by understanding and remembering. In light of the findings, the study recommended that more metacognitive scaffolds should be developed for students with intensive or excessive ICT use, so as to alleviate the side effects of ICT use on their reading literacy.
