Potential relationships among language-complexity variables, home-language variables and range of reading ability: evidence from PIRLS 2016 and PISA 2018

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buir.advisorAkşit, Necmi
dc.contributor.authorAngell, Philip
dc.date.accessioned2022-09-21T11:08:02Z
dc.date.available2022-09-21T11:08:02Z
dc.date.copyright2022-09
dc.date.issued2022-09
dc.date.submitted2022-09-20
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2022.en_US
dc.descriptionIncludes bibliographical references (leaves 113-124).en_US
dc.description.abstractReading is one of the most important skills for children to master during their time in school. It is strongly connected to life outcomes, and as such, education ministries place it at the centres of their education policies. English is one of the most challenging alphabetic languages to learn to read, and governments of anglophone countries have spent many years working to improve the effectiveness of their literacy education. However, when examining International Large-Scale Assessments, it is notable that although students in anglophone countries are able to achieve among the highest reading levels, their poorest readers lag much further behind than the poorest readers in similarly successful non-anglophone countries. This study made use of data from PIRLS (2016) and PISA (2018) to investigate possible relationships between range of reading ability and language complexity variables related to orthography and morphology, as well as between range of reading ability and home-language disparity in anglophone countries. Pearson correlational analyses showed that orthographic complexity and morphological complexity were moderately correlated with range of reading ability in both datasets. Orthographic transparency was found to be strongly correlated with range of reading ability in the PISA dataset and very strongly correlated in the PIRLS dataset. Morphological unpredictability was not found to be correlated with either dataset. Home-language disparity was not shown to be connected with range of reading ability in the PISA dataset, but in the PIRLS dataset, students who never spoke English at home were shown to have a wider range of reading ability than other students.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Philip Angellen_US
dc.format.extentxiv, 126 leaves : charts ; 30 cm.en_US
dc.identifier.itemidB161329
dc.identifier.urihttp://hdl.handle.net/11693/110559
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectOrthographic depthen_US
dc.subjectMorphological complexityen_US
dc.subjectMonolingualismen_US
dc.subjectReading abilityen_US
dc.subjectReading rangeen_US
dc.subjectPISAen_US
dc.subjectPIRLSen_US
dc.titlePotential relationships among language-complexity variables, home-language variables and range of reading ability: evidence from PIRLS 2016 and PISA 2018en_US
dc.title.alternativeDil karmaşıklığı ile ana dil değişkenleri ve okuma yetenek aralığı arasındaki olasi ilişkiler: PIRLS 2016 ve PISA 2018'den bulgularen_US
dc.typeThesisen_US

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