Social interaction determinants of South African reading literacy achievement : evidence from prePIRLS 2011

Show simple item record Bergbauer, Annika Van Staden, Surette 2018-08-24T09:46:48Z 2018-08-24T09:46:48Z 2018-04
dc.description.abstract This study identifies factors predicting reading literacy achievement among Grade 4 students in South Africa by utilizing Vygotsky’s social interaction theory. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 students’ results below the international centre point of 500 at 461. For the current analysis, distinct items from the prePIRLS 2011 parent, student, and teacher questionnaires predict learning outcomes significantly, including parents talking to students about school and assisting with homework, teachers’ degree of success in implementing the school’s curriculum, and student responses on how clear teacher expectations are. Findings explain 41% of the variance in student reading achievement and provide evidence for the significant role of teachers and parents in predicting increased reading literacy achievement scores. An absence of interaction with the child in either parents who do not engage in homework activities or talking about school, teachers who do not successfully implement the curriculum or make their expectations clear to students link statistically significantly to lower reading literacy achievement scores. Achievement for Grade 4 students who were tested in African languages was adversely worse than those students by test language. en_ZA
dc.description.department Science, Mathematics and Technology Education en_ZA
dc.description.librarian am2018 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Bergbauer, A., & Staden, S. V. (2018). Social Interaction Determinants of South African Reading Literacy Achievement: Evidence from prePIRLS 2011. International Journal of Instruction, 11(2), 555-568. en_ZA
dc.identifier.issn 1694-609X (print)
dc.identifier.issn 1308-1470 (online)
dc.identifier.other 10.12973/iji.2018.11238a
dc.language.iso en en_ZA
dc.publisher Eskisehir Osmangazi University, Faculty of Education en_ZA
dc.rights © 2018, Eskisehir Osmangazi University. International Journal of Instruction is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en_ZA
dc.subject Vygotsky’s social interaction theory en_ZA
dc.subject Contextual factors en_ZA
dc.subject Social interaction en_ZA
dc.subject Reading literacy achievement en_ZA
dc.subject preProgress in International Reading Literacy Study (prePIRLS) en_ZA
dc.title Social interaction determinants of South African reading literacy achievement : evidence from prePIRLS 2011 en_ZA
dc.type Article en_ZA

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