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Examining the Relationship between Teacher Reading Education, Perceptions of Student Behavior, and In-Class Independent Reading Environments: Insights from the 2016 PIRLS Dataset

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Bibliographic Details
Title: Examining the Relationship between Teacher Reading Education, Perceptions of Student Behavior, and In-Class Independent Reading Environments: Insights from the 2016 PIRLS Dataset
Language: English
Authors: Lacy D. Brice (ORCID 0000-0002-7524-5307), Woonyoung Song, Lilian Tetteh
Source: Learning Environments Research. 2025 28(1):27-44.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Achievement Tests, Foreign Countries, Reading Achievement, Grade 4, International Assessment, Reading Tests, Elementary School Teachers, Reading Instruction, Reading Teachers, Teacher Education, Faculty Development, Student Behavior, Independent Reading, Teacher Attitudes
Assessment and Survey Identifiers: Progress in International Reading Literacy Study
DOI: 10.1007/s10984-024-09519-8
ISSN: 1387-1579
1573-1855
Abstract: Today's students must acquire the necessary reading skills and strategies for active engagement in a fast-paced, information-laden, globally connected society. One opportunity imperative for gaining these skills and strategies is participation in independent reading. As facilitators of the learning environment, teachers play a critical role in providing high-quality independent reading environments. Therefore, this study evaluated whether selected items from the PIRLS United States teacher dataset effectively measured the constructs "teacher reading education," "teacher perceptions of students," and "independent reading environments" and further examined the relationship among these constructs. All items were significant, except for the item measuring professional development. The empirical findings revealed that while teacher reading education was not directly related to the independent reading environment or perceptions of student behavior, teachers' perceptions of student behavior were significantly related to the independent reading environment, suggesting that they may play a crucial role in fostering effective independent reading opportunities for students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486050
Database: ERIC
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Abstract:Today's students must acquire the necessary reading skills and strategies for active engagement in a fast-paced, information-laden, globally connected society. One opportunity imperative for gaining these skills and strategies is participation in independent reading. As facilitators of the learning environment, teachers play a critical role in providing high-quality independent reading environments. Therefore, this study evaluated whether selected items from the PIRLS United States teacher dataset effectively measured the constructs "teacher reading education," "teacher perceptions of students," and "independent reading environments" and further examined the relationship among these constructs. All items were significant, except for the item measuring professional development. The empirical findings revealed that while teacher reading education was not directly related to the independent reading environment or perceptions of student behavior, teachers' perceptions of student behavior were significantly related to the independent reading environment, suggesting that they may play a crucial role in fostering effective independent reading opportunities for students.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-024-09519-8