Research engagement in the Progress in International Reading Literacy Study: A systematic review

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

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引用次数: 1

Abstract

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.

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国际阅读素养研究进展中的研究参与：系统综述

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。

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来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

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.

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