Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 8 Sayı: 4, 158 - 169, 03.12.2021
https://doi.org/10.33200/ijcer.919958

Öz

Kaynakça

  • Alvermann, D. E. (2001). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44, 676-690.
  • Can, R., Turkyilmaz, M., & Karadeniz, A. (2010). Adolescent students’ reading habits. Ahi Evran University Journal of Educational Faculty, 11(3), 1-21.
  • Chen, S. (2007). Extracurricular reading habits of college students in Taiwan: Findings from two national surveys. International Reading Association, 642-653.
  • Demirel, M., Askin, İ., & Yagci, E. (2015). An investigation of teacher candidates’ metacognitive skills. Procedia-Social and Behavioral Sciences, 174, 1521-1528.
  • Durualp, E., Cicekoglu, P., & Durualp, E. (2013). Examination of the attitude of reading students in the 8th grade in terms of internet use and reading habits. International Journal of Turkish Literature Culture Education, 2(1), 115-132.
  • Education Research and Development Department [EARGED]. (2010). PISA 2009 ulusal ön raporu (National initial report PISA 2009). Retrieved from http://pisa.meb.gov.tr/wp-content/uploads/2013/07/PISA-2009-Ulusal-On-Rapor.pdf
  • Evans, M. D. R, Kelley, J., & Sikora, J. (2014). Scholarly culture and academic performance in 42 nations. Social Forces, 92(4), 1573-1605. https://doi.org/10.1093/sf/sou030
  • Finch, W. H., & Marchant, G. J. (2013). Application of multilevel latent class analysis to identify achievement and socio-economic typologies in the 20 wealthiest countries. Journal of Educational and Developmental Psychology, 3(1), 201-221.
  • Guthrie, J. T., Wigfield, A., Metsala, J. L. & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256. https://doi.org/10.1207/s1532799xssr0303_3.
  • Hopper, R. (2005). What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy, 113-120.
  • Hughes-Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent and Adult Literacy, 51, 22-33. https://doi.org/10.1598/JAAL.51.1.3.
  • Jackson, L. A., von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does home internet use influence the academic performance of low-income children? Developmental Psychology, 42, 429-435. http://dx.doi.org/10.1037/0012-1649.42.3.429.
  • Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 181-200. https://doi.org/10.1002/berj.3498. Johnsson-Smaragdi, U. & Jönsson, A. (2006). Book reading in leisure time: Long-term changes in young peoples' book reading habits. Scandinavian Journal of Educational Research, 50(5), 519-540.
  • Kana, F. (2014). Metacognitive awareness of reading strategies levels of secondary school students. Erzincan University Journal of Education Faculty, 16(1), 100-120.
  • Kus, Z., & Turkyilmaz, M. (2010). Reading statuses of social studies and Turkish language teacher candidates: Their attention, habits, and levels of using reading strategies. Turkish Library, 24(1), 11-32.
  • Liu, Z. & Huang, X. (2008). Gender differences in the online reading environment. Journal of Documentation, 64(4), 616-626.
  • Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214.
  • Logan, S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175-187.
  • Loh, C. E., Sun, B., & Majid, S. (2020). Do girls read differently from boys? Adolescents and their gendered reading habits and preferences, English in Education, 54(2), 174-190, https://doi.org/10.1080/04250494.2019.1610328
  • Lukočienė, O., Varriale, R., & Vermunt, J. K. (2010). The simultaneous decision(s) about the number of lower and higher-level classes in multilevel latent class analysis. Sociological Methodology, 40(1), 247-283. https://doi.org/10.1111/j.1467-9531.2010.01231.x
  • Maximilian, P., Tobias, D., & Cordula, A. (2013). Students' extracurricular reading behaviour and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102.
  • McGeown, S. P. (2013). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2012.01546.
  • McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation, and reading habits. Reading Writing, 28, 545-569.
  • McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35(3), 328-336.
  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools in 35 countries. Chestnut Hill, MA: Boston College.
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries. Chestnut Hill, MA: Boston College.
  • Neugebauer, S. R. (2013). A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read. Learning and Individual Differences, 24, 152-159.
  • Odabas, H., Odabas, Z. Y., & Polat, C. (2008). Reading habits of university students: The model of Ankara university. Information World, 9(2), 431-465.
  • Organisation for Economic Co-operation and Development (OECD) & UNESCO Institute for Statistics (2003). Literacy skills for the world of tomorrow: Further results from PISA 2000. Paris: OECD Publishing. Retrieved from http://uis.unesco.org/sites/default/files/documents/literacy-skills-for-the-world-of-tomorrow-further-results-from-pisa-2000-en_1.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2009). PISA 2009 assessment framework – key competencies in reading, mathematics, and science. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/pisaproducts/44455820.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009 results: Learning to learn - Student engagement, strategies, and practices (Volume III). PISA: OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/pisa-2009-results-learning-to-learn_9789264083943-en
  • Organisation for Economic Co-operation and Development (OECD). (2012). Literacy, numeracy, and problem solving in technology-rich environments: Framework for the OECD survey of adult skills. Paris: OECD Publishing. Retrieved from http://www.oecd.org/skills/piaac/PIAAC%20 Framework%202012--%20Revised%2028oct2013_ebook.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2016a). Skills matter: Further results from the survey of adult skills, OECD skills studies. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264258051-en
  • Organisation for Economic Co-operation and Development (OECD). (2016b). The survey of adult skills: Reader’s companion, Second Edition, OECD Skills Studies. Paris: OECD Publishing. Retrieved from https://www.oecd.org/skills/piaac/Skills%20(vol%202)-Reader%20companion--v7%20eBook%20(Press%20quality)-29%20oct%200213.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results (Volume I): What students know and can do, PISA. Paris: OECD Publishing. Retrieved from https://doi.org/10.1787/5f07c754-en.
  • Oz, F. (2011). Uygulamalı Turkce ogretimi [Applied Turkish teaching]. Ankara: Anı Yayıncılık.
  • Ozdemir, S. (2018). The levels of using reading strategies of the prospective teachers. Bartin University Journal of Faculty of Education, 7(1), 296-315.
  • Pfost, M., Dörfler, T., & Artelt, C. (2013). Students’ extracurricular reading behaviour and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102. https://doi:10.1016/j.lindif.2013.04.008.
  • Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., et al. (2007). Assessing adolescents’ motivation to reading. Journal of Adolescent and Adult Literacy, 50, 378-396. https://doi.org/10.1598/JAAL.50.5.5.
  • Scales, A. M., & Rhee, O. (2001). Adult reading habits and patterns. Reading Psychology, 22(3), 175-203. https://doi:10.1080/027027101753170610.
  • Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents, and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy & Practice, 25(1), 107-126. https://doi.org/10.1080/0969594X.2016.1239612.
  • Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2010). Relationships between sixth graders’ reading comprehension and two different measure of print exposure. Reading and Writing: An Interdisciplinary Journal, 23, 73-96. https://doi.org/10.1007/s11145-008-9152-8.
  • Spence, L. K. (2009). Developing multiple literacies in a website project. The Reading Teacher, 62(7), 592-597.
  • Topping, K. J. (2015). Fiction and non-fiction reading and comprehension in preferred books. Reading Psychology, 36, 350-387. https://doi.org/10.1080/02702711.2013.865692
  • Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K-12 students. Review of Educational Research, 90(3), 420-456. https://doi.org/10.3102/0034654320919352 Web: https://webfs.oecd.org/piaac/puf-data/
  • Web: https://www.oecd.org/pisa/data/pisa2009database-downloadabledata.htm
  • Vermunt, J. K. (2003). Multilevel latent class models. Sociological Methodology, 33(1), 213-239. https://doi.org/10.1111/j.0081-1750.2003.t01- 1-00131.x
  • Vermunt, J. K., & Magidson, J. (2013). Latent GOLD 5.0 upgrade manual. Belmont, MA: Statistical Innovations Inc.
  • Wolfram, S. (2005). Measuring the socio-economic background of students and its effect on achievement on PISA 2000 and PISA 2003. Annual Meeting of the American Educational Research Association, 7-11.
  • Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents’ motivation for reading: Group differences and relation to standardised achievement. Reading and Writing: An Interdisciplinary Journal, 27, 503-533. https://doi.org/10.1007/s11145-013-9454-3.
  • Yalcin, S. (2017). Determining the relationships between selected variables and latent classes in students PISA achievement. International Journal of Research in Education and Science (IJRES), 3(2), 589-603. https://doi.org/10.21890/ijres.328089.
  • Zasacka, Z., & Bulkowski, K. (2017). Reading engagement and school achievement of lower secondary school students. EDUKACJA, 2(141), 78-99. https://doi.org/10.24131/3724.170205.

Comparison of PISA and PIAAC Participants’ Reading Habits and Strategies in Terms of Reading Achievement

Yıl 2021, Cilt: 8 Sayı: 4, 158 - 169, 03.12.2021
https://doi.org/10.33200/ijcer.919958

Öz

The aim of this study was to compare reading strategies and habits in terms of reading achievement of select age-group participants from the Programme for International Student Assessment (PISA) 2009 and the International Assessment of Adult Competencies (PIAAC) 2015 within Turkey. A cohort design was utilised because it was assumed that reading literacy from PISA and PIAAC were comparable as well as that participants from PISA 2009 would be in the age range of participants at the time of PIAAC in 2015. The participant population selected from PISA 2009 for the current study consisted of 4719 Turkish students (2334 girls, 2385 boys) aged 15 years-old, while those chosen from PIAAC 2015 consisted of 308 Turkish individuals (141 men, 167 women) aged 20-22 years-old. Data analysis was conducted through latent class analysis based on participants’ gender, the number of books in the home, and reading achievement. Results revealed that female participants were more successful than male participants in PISA, whereas male participants outperformed female participants in PIAAC.

Kaynakça

  • Alvermann, D. E. (2001). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44, 676-690.
  • Can, R., Turkyilmaz, M., & Karadeniz, A. (2010). Adolescent students’ reading habits. Ahi Evran University Journal of Educational Faculty, 11(3), 1-21.
  • Chen, S. (2007). Extracurricular reading habits of college students in Taiwan: Findings from two national surveys. International Reading Association, 642-653.
  • Demirel, M., Askin, İ., & Yagci, E. (2015). An investigation of teacher candidates’ metacognitive skills. Procedia-Social and Behavioral Sciences, 174, 1521-1528.
  • Durualp, E., Cicekoglu, P., & Durualp, E. (2013). Examination of the attitude of reading students in the 8th grade in terms of internet use and reading habits. International Journal of Turkish Literature Culture Education, 2(1), 115-132.
  • Education Research and Development Department [EARGED]. (2010). PISA 2009 ulusal ön raporu (National initial report PISA 2009). Retrieved from http://pisa.meb.gov.tr/wp-content/uploads/2013/07/PISA-2009-Ulusal-On-Rapor.pdf
  • Evans, M. D. R, Kelley, J., & Sikora, J. (2014). Scholarly culture and academic performance in 42 nations. Social Forces, 92(4), 1573-1605. https://doi.org/10.1093/sf/sou030
  • Finch, W. H., & Marchant, G. J. (2013). Application of multilevel latent class analysis to identify achievement and socio-economic typologies in the 20 wealthiest countries. Journal of Educational and Developmental Psychology, 3(1), 201-221.
  • Guthrie, J. T., Wigfield, A., Metsala, J. L. & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256. https://doi.org/10.1207/s1532799xssr0303_3.
  • Hopper, R. (2005). What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy, 113-120.
  • Hughes-Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent and Adult Literacy, 51, 22-33. https://doi.org/10.1598/JAAL.51.1.3.
  • Jackson, L. A., von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does home internet use influence the academic performance of low-income children? Developmental Psychology, 42, 429-435. http://dx.doi.org/10.1037/0012-1649.42.3.429.
  • Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 181-200. https://doi.org/10.1002/berj.3498. Johnsson-Smaragdi, U. & Jönsson, A. (2006). Book reading in leisure time: Long-term changes in young peoples' book reading habits. Scandinavian Journal of Educational Research, 50(5), 519-540.
  • Kana, F. (2014). Metacognitive awareness of reading strategies levels of secondary school students. Erzincan University Journal of Education Faculty, 16(1), 100-120.
  • Kus, Z., & Turkyilmaz, M. (2010). Reading statuses of social studies and Turkish language teacher candidates: Their attention, habits, and levels of using reading strategies. Turkish Library, 24(1), 11-32.
  • Liu, Z. & Huang, X. (2008). Gender differences in the online reading environment. Journal of Documentation, 64(4), 616-626.
  • Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214.
  • Logan, S., & Johnston, R. (2010). Investigating gender differences in reading. Educational Review, 62(2), 175-187.
  • Loh, C. E., Sun, B., & Majid, S. (2020). Do girls read differently from boys? Adolescents and their gendered reading habits and preferences, English in Education, 54(2), 174-190, https://doi.org/10.1080/04250494.2019.1610328
  • Lukočienė, O., Varriale, R., & Vermunt, J. K. (2010). The simultaneous decision(s) about the number of lower and higher-level classes in multilevel latent class analysis. Sociological Methodology, 40(1), 247-283. https://doi.org/10.1111/j.1467-9531.2010.01231.x
  • Maximilian, P., Tobias, D., & Cordula, A. (2013). Students' extracurricular reading behaviour and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102.
  • McGeown, S. P. (2013). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2012.01546.
  • McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation, and reading habits. Reading Writing, 28, 545-569.
  • McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35(3), 328-336.
  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools in 35 countries. Chestnut Hill, MA: Boston College.
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA’s progress in international reading literacy study in primary schools in 40 countries. Chestnut Hill, MA: Boston College.
  • Neugebauer, S. R. (2013). A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read. Learning and Individual Differences, 24, 152-159.
  • Odabas, H., Odabas, Z. Y., & Polat, C. (2008). Reading habits of university students: The model of Ankara university. Information World, 9(2), 431-465.
  • Organisation for Economic Co-operation and Development (OECD) & UNESCO Institute for Statistics (2003). Literacy skills for the world of tomorrow: Further results from PISA 2000. Paris: OECD Publishing. Retrieved from http://uis.unesco.org/sites/default/files/documents/literacy-skills-for-the-world-of-tomorrow-further-results-from-pisa-2000-en_1.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2009). PISA 2009 assessment framework – key competencies in reading, mathematics, and science. Paris: OECD Publishing. Retrieved from https://www.oecd.org/pisa/pisaproducts/44455820.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009 results: Learning to learn - Student engagement, strategies, and practices (Volume III). PISA: OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/pisa-2009-results-learning-to-learn_9789264083943-en
  • Organisation for Economic Co-operation and Development (OECD). (2012). Literacy, numeracy, and problem solving in technology-rich environments: Framework for the OECD survey of adult skills. Paris: OECD Publishing. Retrieved from http://www.oecd.org/skills/piaac/PIAAC%20 Framework%202012--%20Revised%2028oct2013_ebook.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2016a). Skills matter: Further results from the survey of adult skills, OECD skills studies. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264258051-en
  • Organisation for Economic Co-operation and Development (OECD). (2016b). The survey of adult skills: Reader’s companion, Second Edition, OECD Skills Studies. Paris: OECD Publishing. Retrieved from https://www.oecd.org/skills/piaac/Skills%20(vol%202)-Reader%20companion--v7%20eBook%20(Press%20quality)-29%20oct%200213.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results (Volume I): What students know and can do, PISA. Paris: OECD Publishing. Retrieved from https://doi.org/10.1787/5f07c754-en.
  • Oz, F. (2011). Uygulamalı Turkce ogretimi [Applied Turkish teaching]. Ankara: Anı Yayıncılık.
  • Ozdemir, S. (2018). The levels of using reading strategies of the prospective teachers. Bartin University Journal of Faculty of Education, 7(1), 296-315.
  • Pfost, M., Dörfler, T., & Artelt, C. (2013). Students’ extracurricular reading behaviour and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89-102. https://doi:10.1016/j.lindif.2013.04.008.
  • Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., et al. (2007). Assessing adolescents’ motivation to reading. Journal of Adolescent and Adult Literacy, 50, 378-396. https://doi.org/10.1598/JAAL.50.5.5.
  • Scales, A. M., & Rhee, O. (2001). Adult reading habits and patterns. Reading Psychology, 22(3), 175-203. https://doi:10.1080/027027101753170610.
  • Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents, and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy & Practice, 25(1), 107-126. https://doi.org/10.1080/0969594X.2016.1239612.
  • Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2010). Relationships between sixth graders’ reading comprehension and two different measure of print exposure. Reading and Writing: An Interdisciplinary Journal, 23, 73-96. https://doi.org/10.1007/s11145-008-9152-8.
  • Spence, L. K. (2009). Developing multiple literacies in a website project. The Reading Teacher, 62(7), 592-597.
  • Topping, K. J. (2015). Fiction and non-fiction reading and comprehension in preferred books. Reading Psychology, 36, 350-387. https://doi.org/10.1080/02702711.2013.865692
  • Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K-12 students. Review of Educational Research, 90(3), 420-456. https://doi.org/10.3102/0034654320919352 Web: https://webfs.oecd.org/piaac/puf-data/
  • Web: https://www.oecd.org/pisa/data/pisa2009database-downloadabledata.htm
  • Vermunt, J. K. (2003). Multilevel latent class models. Sociological Methodology, 33(1), 213-239. https://doi.org/10.1111/j.0081-1750.2003.t01- 1-00131.x
  • Vermunt, J. K., & Magidson, J. (2013). Latent GOLD 5.0 upgrade manual. Belmont, MA: Statistical Innovations Inc.
  • Wolfram, S. (2005). Measuring the socio-economic background of students and its effect on achievement on PISA 2000 and PISA 2003. Annual Meeting of the American Educational Research Association, 7-11.
  • Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents’ motivation for reading: Group differences and relation to standardised achievement. Reading and Writing: An Interdisciplinary Journal, 27, 503-533. https://doi.org/10.1007/s11145-013-9454-3.
  • Yalcin, S. (2017). Determining the relationships between selected variables and latent classes in students PISA achievement. International Journal of Research in Education and Science (IJRES), 3(2), 589-603. https://doi.org/10.21890/ijres.328089.
  • Zasacka, Z., & Bulkowski, K. (2017). Reading engagement and school achievement of lower secondary school students. EDUKACJA, 2(141), 78-99. https://doi.org/10.24131/3724.170205.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Seher Yalçın 0000-0003-0177-6727

Ayşegül Bayraktar 0000-0002-1700-8899

Yayımlanma Tarihi 3 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 4

Kaynak Göster

APA Yalçın, S., & Bayraktar, A. (2021). Comparison of PISA and PIAAC Participants’ Reading Habits and Strategies in Terms of Reading Achievement. International Journal of Contemporary Educational Research, 8(4), 158-169. https://doi.org/10.33200/ijcer.919958

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