Ülle Säälik
Reading performance, learning strategies, gender and school language as related issues – PISA 2009 findings in Finland and Estonia
University of Tartu
reading considered important skill academic success also active participation societyinternational student literacy assessments report gender differences reading performance favour girlsthese reports also show students schools minority majority language tend perform differently pisa 2009 wellperforming finland swedishspeaking schools performed lower level compared finnishspeaking schools estonia estonianspeaking schools outperformed russianspeaking schools despite tests translated languagehow students learn closely related resultsin literacy advanced thinking learning skills known metacognition enhance resultsmetacognitive awareness developed instruction classroom also resulted significant improvements students rather low learning abilitiesas teachers schools opportunity help students teaching skills awareness useful strategies could presumably dependent schoolso far pisa 2009 study included student awareness different learning strategies therefore data enable us analyse learning strategies relate reading gender school languagein current paper issues reading proficiency learning strategies gender school language considered jointlyalongside theoretical background results several analyses pisa 2009 discussed show student awareness choice different learning strategies could explain variation reading results boys girls student school levels predict reading test resultsthe twolevel modelling analysis used research method since allows us draw reasonable statistical inferences regressiontype analyses hierarchical data structure factor individuals influenced group belong explicitly taken account