The Association Between Educational Systems and Reading Literacy Performance in PISA Across Asia-Pacific Region and Countries

Research output: Chapter or section in a book/report/conference proceedingChapter or section

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 languageEnglish
Title of host publicationInternational Handbook on Education Development in Asia- Pacific
EditorsW.O. Lee, P. Brown, A.L. Goodwin, A. Green
Place of PublicationSingapore
PublisherSpringer Nature Singapore Pte Ltd
Pages1-15
Number of pages15
ISBN (Electronic)9789811623271
DOIs
Publication statusPublished - 30 Dec 2022

Keywords

  • reading literacy
  • Asia-Pacific Region
  • educational system
  • OECD
  • PISA
  • international large-scale assessments
  • ILSA

ASJC Scopus subject areas

  • Education

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