TY  - BOOK
AU  - Combrinck,Celeste
AU  - Staden,Surette van
TI  - Tracking Changes in South African Reading Literacy Achievement: A Developing Context Perspective 
T2  - Educational Research E-Books Online, Collection 2023
SN  - 9789004687011
AV  - LB1050 
U1  - 379.2/40968 23
PY  - 2023///
CY  - Leiden, Boston
PB  - Brill
KW  - Literacy
KW  - South Africa
KW  - Reading (Elementary)
KW  - Reading (Primary)
N1  - Includes bibliographical references and index; Preliminary Material; Surette van Staden and Celeste Combrinck -- Copyright page; Surette van Staden and Celeste Combrinck -- Foreword; Hans Wagemaker -- Acknowledgements; Surette van Staden and Celeste Combrinck -- List of Figures and Tables; Surette van Staden and Celeste Combrinck -- Notes on Contributors; Surette van Staden and Celeste Combrinck -- Chapter 1 The Complexities of International Large-Scale Assessments in a Developing Context; Celeste Combrinck and Surette van Staden -- Chapter 2 The PIRLS Assessment Framework; Nick Taylor -- Chapter 3 Explaining Improved Learning Outcomes in South African Primary Schools; Martin Gustafsson and Stephen Taylor -- Chapter 4 Reading Literacy in Multilingual Societies; Tobias Schroedler, Caroline Böning, and Surette van Staden -- Chapter 5 When Comprehension Barely Occurs; Elizabeth Pretorius and Karen Roux -- Chapter 6 Shaping National Use of International Large-Scale Assessment Data; Surette van Staden and Claudia Schreiner -- Chapter 7 Bridging the 20-Year Literacy Divide; Nompumelelo L. Mohohlwane, Nangamso Mtsatse, and Peter Courtney -- Chapter 8 Looking Back, Looking Forward; Surette van Staden and Celeste Combrinck -- Index; Surette van Staden and Celeste Combrinck
N2  - Reading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning. Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker
UR  - http://dx.doi.org/10.1163/9789004687011
ER  -