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Nadori, Neirouz
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Measuring the Effect of Parents’ Socio-economic Status and Early Literacy Experience on Moroccan Students’ Reading Comprehension Development: An Illustration from PIRLS 2016 Nadori, Neirouz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (625.508 KB) | DOI: 10.21462/jeltl.v4i3.299

Abstract

Because students? reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents? occupation and educational level) as well as early literacy experience before school are strongly linked to students? reading comprehension achievement. However, less is known about home-based effects on Moroccan students? reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents? occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners? developmental outcomes (reading comprehension achievement).  The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents? SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents? educational level, particularly fathers? education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents? educational involvement
An Ecological Perspective on Reading Development: a Theoretical Framework to Guide Empirical Research Nadori, Neirouz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i2.397

Abstract

Recent efforts have addressed the new challenges related to conceptualizing, understanding and improving reading competency. Several literacy researchers have perceived reading as a developmental skill that is not situated exclusively within student’s cognition, or within family processes, or within classroom or school processes. Rather, reading development has been viewed as a result of the dynamic interaction among reader, family, classroom, and school system (Jaeger, 2017). Following on from this, systems theory approach and more specifically the ecological model allows for the examination of reading skill development from a holistic perspective. It provides an inclusive frame for describing and explaining how the educational opportunities are distributed at the micro, meso, exo, and macro systems and how these systems interact to explain students’ reading differences amon. It also delineates how developing readers’ individual characteristics transact with both proximal and distal processes to craft their reading ecologies. Future policy, practice and research are recommended to be based on the ecological model premises to have a comprehensive view of reading development.
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