• Login
    View Item 
    •   KovsieScholar Home
    • KovsieJournals
    • Perspectives in Education
    • PiE 2014 Volume 32 Issue 3
    • View Item
    •   KovsieScholar Home
    • KovsieJournals
    • Perspectives in Education
    • PiE 2014 Volume 32 Issue 3
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Reflections on Creemers' Comprehensive Model of Educational Effectiveness for reading literacy: South African evidence from PIRLS 2006

    Thumbnail
    View/Open
    persed_v32_n3_a13.pdf (1.295Mb)
    Date
    2014
    Author
    Van Staden, Surette
    Howie, Sarah
    Metadata
    Show full item record
    Abstract
    This study reports on a doctoral investigation (Van Staden, 2010) to identify and explain relationships between some major learner- and school-level factors associated with successful reading in Grade 5. South African classrooms are characterised by large variation, with linguistically and socio-economically heterogeneous groups of learners. However, there is a paucity of theoretical frameworks that could explain reading effectiveness in a developing context. For purposes of this study, the South African Grade 5 data from the Progress in International Reading Literacy Study (PIRLS) 2006 were analysed. Hierarchical Linear Modelling (HLM) was applied to determine the effect of a number of explanatory variables at learner- and school-level on reading achievement as outcome variable, while controlling for language. In the absence of a reading effectiveness framework, Creemers’ Comprehensive Model of Educational Effectiveness was used as theoretical point of departure. The framework left the differences in reading scores largely unexplained and could not capture the South African PIRLS 2006 data adequately. The study concludes with reflections on whether Creemers’ model could guide an analysis to explain reading performance and on what further modifications to the model might be required to suit a developing South African context more adequately.
    URI
    http://hdl.handle.net/11660/3609
    Collections
    • PiE 2014 Volume 32 Issue 3

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
     

     

    Browse

    All of KovsieScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback