The role of reading engagement in a case of national achievement improvement: analysis of Chilean results in PISA 2001-2009
Reading achievement is usually explained by economic and institutional factors external to the students themselves. This research uses data from PISA (2001- 2009) to analyze the reading improvement in Chile (the highest of the period in OECD countries). The authors emphasize the role of reading engagement (attitudes, motivation and learning strategies), scarcely studied in developing countries. Results obtained by Oaxaca-Blinder decomposition and multilevel regressions are consistent with previous literature, in addition, attitudes toward reading fit to explain a quarter of the 2001-2009 score improvement and 8% of both assessments variance within schools. Strategies, in contrast, seems unrelated to reading achievement.
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