International Comparative Studies in Education Descriptions of Selected Large-Scale Assessments and Case Studies (1995) / Chapter Skim
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Reading Literacy Study
Reading Literacy Study
Pages 89-96
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that correspond to text types. The purposes of the [EA Reading Literacy Study are to: Describe the achievement levels in reading literacy of comparative samples of students in education systems Describe the voluntary reading activities of 9 and 14 year-old-students Identify differences in policies and instructional practices in reading, and study the ways in which Hey relate to students' achievement and voluntary reading Produce valid international tests and questionnaires that could be used to investigate reading literacy development in other countries Provide national baseline data suitable for monitoring changes in literacy levels and patterns over time.
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The members of the steering committee, the international coordinator, and the data manager worked together with the national research coordinators who were responsible for the conduct of the project in their respective countries. The national center in each participating country appointed a national research coordinator to assume overall responsibility for the project within that country and a national committee composed primarily of reading literacy experts.
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. where SChOOlS were drawn, an intact class was selected at random within each School, nut in Population B some national research coordinators selected students at random from all classes in the grade level in the school.
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Timetable International Comparative Studies - 92 1986 The lEA General Assembly approved the Reading Literacy Study and formed a steering committee and technical advisory group. 1988 The international coordinating center was established and the international coordinator was selected, both located at the University of Hamburg.
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(May) The international steering committee and national research coordinators met in Frascati, Italy to reach agreement on final instruments and study design.
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, Commission of the European Communities, UNESCO, and annual contributions from participating countries. Participating country research institutions also provided funds for their national costs of conducting the study and for travel and subsistence costs for their national research coordinators to attend national research coordinator meetings.
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1993 IEA Reading Literacy Study. Status reports prepared for the Board on International Comparative Studies in Education.
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* NOTE: This study summary was reviewed and edited by Marilyn Binkley at the National Center for Education Statistics in Washington, D.C.
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