Examining the Reading of Informational Text in 4th Grade Class and Its Relation with Students' Reading Performance

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

28

Grade 4; Reading Materials; Foreign Countries; Achievement Tests; International Assessment; Reading Achievement; Reading Tests; Correlation; Nonfiction; Common Core State Standards; Socioeconomic Status; Student Characteristics; Statistical Analysis; Expository Writing

10.1080/02702711.2017.1361493

0270-2711

Being proficient in independently reading and writing complex informational text has become a need for college and career success. While there is a great deal of agreement on the importance of the reading of informational text in early grades and teachers are encouraged to increase amount of the reading of informational text in early grades, few quantitative studies have been conducted to examine if the frequency of reading informational text is relevant to student reading achievement. This study aims to investigate the relationship of reading informational text and students' reading performance in 4th grade based on PIRLS 2011 data through multilevel modeling.

As Provided

64

2017

EJ1161857