Which variables have the most significant impact on reading performance?

1. Reading Engagement in the United States.

Variables have the most significant impact on reading performance in the United States are identified as diversified readers of books, ability to interpret and retrieve information from the text, also occupational status.

Other significant findings from the PISA studies revealed that only 40% of American youth could be classified as diversified readers, com-pared to an OECD average of over 50%. It is worrying that just one quarter of U.S. students were classified as diverse readers of long and complex texts, compared with 39% in New Zealand, 36% in Australia, 35% in the UK, and 28% in Ireland. As noted, diversity of content reading was one of three key indicators of reading engagement and achievement. Fifteen-year-olds who read a variety of print materials were more proficient in reading than those reading a limited set of print sources. The study also showed that access to reading materials at home had a greater impact on reading engagement than socioeconomic status. American 15-year-olds reporting a limited number of books at home were, on average, less engaged in reading.

2. Reading Engagement in the United Kingdom.

Variables have the most significant impact on reading performance in the United Kingdom are reflection and evaluation, retrieving information, interpreting texts, diversified reading of long and complex texts.

The UK does well in performance at reading, particularly on reflection and evaluation and on diversified reading of long texts, but reading engagement is poor. This does not bode well for the future—especially for those males whose reading engagement is low.

3. Reading Engagement in the Republic of Ireland.

Variables have the most significant impact on reading performance in the Republic of Ireland are frequency of reading and attitude to reading made significant contributions to students reading scores after controlling for variables such as average school status, SES (parent wealth), number of books in the student’s home (a proxy for home-educational processes), and home-educational resources (a dictionary, textbooks, a quite place to study).