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Reading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
Price: $155.00
Pages: 208
Publisher: Brill
Imprint: Brill
Publication Date:
06 September 2023
ISBN: 9789004427549
Format: Hardcover
Surette van Staden, Ph.D. (2011), University of Pretoria, is Associate Professor in Pedagogic Diagnosis at the Institute for Teacher Education and School Development of the University of Innsbruck. She has published extensively on PIRLS South African data in the form of articles, technical reports and mainstream media engagements, and served most recently as National Research Coordinator for PIRLS 2021 in South Africa.
Celeste Combrinck, Ph.D. (2018), University of Pretoria, is a senior lecturer in the Department of Science, Maths and Technology Education. She is a student of Rasch measurement modeling and a passionate proponent of meaningful measurement. Her research interests include educational and psychological measurement, international large-scale assessment studies (ILSAs), mixed methods and student thriving.
Celeste Combrinck, Ph.D. (2018), University of Pretoria, is a senior lecturer in the Department of Science, Maths and Technology Education. She is a student of Rasch measurement modeling and a passionate proponent of meaningful measurement. Her research interests include educational and psychological measurement, international large-scale assessment studies (ILSAs), mixed methods and student thriving.