国际阅读素养研究进展中的研究参与:系统综述

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-08-01 DOI:10.1016/j.edurev.2023.100547
Jamie Stiff , Jenny Lenkeit , Therese N. Hopfenbeck , Heather L. Kayton , Joshua A. McGrane
{"title":"国际阅读素养研究进展中的研究参与:系统综述","authors":"Jamie Stiff ,&nbsp;Jenny Lenkeit ,&nbsp;Therese N. Hopfenbeck ,&nbsp;Heather L. Kayton ,&nbsp;Joshua A. McGrane","doi":"10.1016/j.edurev.2023.100547","DOIUrl":null,"url":null,"abstract":"<div><p>The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and a further article search exploiting five digital databases. A total of 221 articles published in academic journals between January 2004 and May 2022 were analysed. Results show the changing engagement in PIRLS throughout the lifetime of the study and across different countries and research disciplines. We also discuss the findings and implications of PIRLS-related research in three of the most frequent topics of these articles; teacher characteristics and instruction practices as predictors of reading performance, socioeconomic predictors of reading performance, and critiques of the psychometric scaling approaches used in PIRLS. Avenues we believe to have untapped potential, particularly in the context of reading-related research, are also discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"40 ","pages":"Article 100547"},"PeriodicalIF":9.6000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Research engagement in the Progress in International Reading Literacy Study: A systematic review\",\"authors\":\"Jamie Stiff ,&nbsp;Jenny Lenkeit ,&nbsp;Therese N. Hopfenbeck ,&nbsp;Heather L. Kayton ,&nbsp;Joshua A. McGrane\",\"doi\":\"10.1016/j.edurev.2023.100547\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and a further article search exploiting five digital databases. A total of 221 articles published in academic journals between January 2004 and May 2022 were analysed. Results show the changing engagement in PIRLS throughout the lifetime of the study and across different countries and research disciplines. We also discuss the findings and implications of PIRLS-related research in three of the most frequent topics of these articles; teacher characteristics and instruction practices as predictors of reading performance, socioeconomic predictors of reading performance, and critiques of the psychometric scaling approaches used in PIRLS. Avenues we believe to have untapped potential, particularly in the context of reading-related research, are also discussed.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":\"40 \",\"pages\":\"Article 100547\"},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X23000404\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X23000404","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

国际阅读素养研究进展(PIRLS)是世界上最大的对小学生阅读理解的国际评估。然而,PIRLS以前被发现很少用于阅读相关的研究。这篇系统综述旨在调查PIRLS如何被用作教育研究和批评的工具,利用现有目录和利用五个数字数据库的进一步文章搜索。对2004年1月至2022年5月期间发表在学术期刊上的221篇文章进行了分析。结果显示,在研究的整个过程中,不同国家和研究学科对PIRLS的参与度不断变化。我们还在这些文章中最常见的三个主题中讨论了PIRLS相关研究的发现和意义;教师特征和教学实践作为阅读成绩的预测因素,阅读成绩的社会经济预测因素,以及对PIRLS中使用的心理测量量表方法的批评。还讨论了我们认为具有未开发潜力的途径,特别是在阅读相关研究的背景下。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Research engagement in the Progress in International Reading Literacy Study: A systematic review

The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and a further article search exploiting five digital databases. A total of 221 articles published in academic journals between January 2004 and May 2022 were analysed. Results show the changing engagement in PIRLS throughout the lifetime of the study and across different countries and research disciplines. We also discuss the findings and implications of PIRLS-related research in three of the most frequent topics of these articles; teacher characteristics and instruction practices as predictors of reading performance, socioeconomic predictors of reading performance, and critiques of the psychometric scaling approaches used in PIRLS. Avenues we believe to have untapped potential, particularly in the context of reading-related research, are also discussed.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
期刊最新文献
Data literacy of principals in K–12 school contexts: A systematic review Conceptualization, measurement, predictors, outcomes, and interventions in digital parenting research: A comprehensive umbrella review A meta-analysis of the correlation between teacher self-efficacy and teacher resilience: Concerted growth and contextual variance Unveiling the competencies at the core of lifelong learning: A systematic literature review A systematic review on how educators teach AI in K-12 education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1