Abstract
PISA’s reading literacy test assesses an individual’s skills and competencies to understand, use, reflect on, and engage with written texts. This chapter seeks to understand how the different educational systems in the Asia-Pacific region contribute to students’ reading literacy performance in PISA. Taking the results of the latest cycle of PISA into consideration, this chapter critically reviews and analyses the current trends of reading performance across the Asia-Pacific regions and countries. Comparisons are made between high-performing countries (e.g., Singapore) and low-performing countries (e.g., Philippines) to illustrate further how the individual-level, class-level, and school-level factors contribute to coun-tries’ reading literacy performance. Overall, the chapter argues that students from more established educational systems perform better in PISA reading literacy tests, but that the performance gap differs among nations due to varying influence variables on the three levels.
Original language | English |
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Title of host publication | International Handbook on Education Development in Asia- Pacific |
Editors | W.O. Lee, P. Brown, A.L. Goodwin, A. Green |
Place of Publication | Singapore |
Publisher | Springer Nature Singapore Pte Ltd |
Pages | 749-763 |
Number of pages | 15 |
ISBN (Electronic) | 9789811623271 |
DOIs | |
Publication status | Published - 30 Dec 2022 |
Keywords
- reading literacy
- Asia-Pacific Region
- educational system
- OECD
- PISA
- international large-scale assessments
- ILSA
ASJC Scopus subject areas
- Education