PIRLS 2021. The influence of student and school predictors on the reading performance of Spanish students
DOI:
https://doi.org/10.24310/isl.20.1.2025.20605Keywords:
PIRLS, reading achievement, reading predictors, primary education, multiple regressionAbstract
Research has shown the influence of students´ and school factors on performance in secondary education. However, more knowledge of the influence of these factors on primary education following the Covid-19 pandemic is needed. This article aims to predict the influence of students and school factors on reading performance. The sample comprises 8.551 fourth-grade students from Spain (52,1% boys, 47,9% girls) who participated in the PIRLS 2021 study. Three questionnaires were used (school, home and students). A hierarchical linear modeling with two levels was used: students and school. The results show that students´ factors contribute to the variance in performance to a greater extent than those of school. After controlling for socio-economic variable (student context), the students´ factors that best predict reading performance are years of education in early childhood education and early literacy activities at home. As for school factors, school composition and school emphasis on academic success are the variables that best predict reading performance. These findings suggest the need to develop students´ reading skills in the family context before beginning primary education, to strengthen family–school cooperation and to design of activities between teachers, students and families to create a positive and productive environment.
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