Reading on Paper or Reading Digitally? Reflections and Implications of ePIRLS 2016 in South Africa

Autor/inn/en	Combrinck, Celeste; Mtsatse, Nangamso
Titel	Reading on Paper or Reading Digitally? Reflections and Implications of ePIRLS 2016 in South Africa
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1771 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Combrinck, Celeste) ORCID (Mtsatse, Nangamso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Grade 4; International Assessment; Achievement Tests; Reading Achievement; Reading Tests; Paper (Material); Literacy; Electronic Learning; Educational Resources; Elementary Schools; Predictor Variables; Indo European Languages; Computer Uses in Education; Self Efficacy; Computer Literacy; Gender Differences; Language of Instruction; Socioeconomic Background; Disadvantaged Youth; School Libraries; School Location; South Africa; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Papier; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsmittel; Elementary school; Grundschule; Volksschule; Prädiktor; Indoeuropäisch; Computernutzung; Self-efficacy; Selbstwirksamkeit; Computerkenntnisse; Geschlechterkonflikt; Teaching language; Unterrichtssprache; Sozioökonomische Lage; Benachteiligter Jugendlicher; School library; Schulbibliothek; Schulgelände; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or non-functional hardware and half of the schools had not used their computer laboratories in the last 3 years. Consequently, South Africa was excluded from the international report as the study requirements could not be met. In this paper we examine the implications of the problems experienced in the ePIRLS multiple case study, conducted in 9 schools (n = 277) in Gauteng. Multilevel models were built using data from the nationally representative Grade 4 Progress in International Reading Literacy Study (PIRLS) data from 2011 (n = 15,744) and 2016 (n = 12,810). In the 2016 national study, principals and teachers reported fewer computers and libraries being available for learners than were reported in 2011. Computers and paper-based libraries being available were not significant predictors of reading literacy. Instead, the medium of instruction in the Foundation Phase, school location, gender, and socioeconomic composition of the school predicted reading literacy achievement. The ePIRLS results show no significant difference between paper-based and online reading. While issues of poverty, gender inequality, and historical disadvantage persist, Grade 4 learners may lack adequate opportunities to acquire paper and digital reading skills. We conclude that the most disadvantaged learners have increasingly insufficient opportunities and resources available to attain basic reading skills and this will have negative long-term consequences for South Africa's educational sector and economy. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01