Exploring Ontario's Secondary School Reading Achievement Gap: A Longitudinal Examination of Contributing Factors to the Academic - Applied Literacy Divide
Year: 2016
Type: dissertation
Study design: Observational Study
Abstract: Although provincial literacy scores in Ontario have remained relatively consistent over the past few years, provincial averages conceal some concerning trends, where students are performing differently based on placement within applied and academic courses. This study takes a longitudinal look at provincial level data, tracking students from grade three to create a more cohesive understanding of student profiles with reading difficulties. The link between demographic differences, home reading behaviour and achievement differences was explored. Findings suggest student performance on the grade three provincial test can predict subsequent enrollment within applied/academic streams in secondary school. Student trajectories across all three testing years were examined, indicating markedly different experiences between applied students, who were most likely to fail all three tests, and academic students, who were most likely to pass all three tests. These findings suggest the need for more targeted approaches to student reading challenges from as early as grade three.
Source: TSpace (University of Toronto)
Author: Megan Vincett
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2564336333