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Evidence of Students' Performance in Expository Passages and Non-Mathematical Documents: Data From the Pilot Version of the IEA Reading Literacy Research Study

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dc.contributor.author Moyana, Rosemary
dc.date.accessioned 2006-09-15T10:10:49Z
dc.date.available 2006-09-15T10:10:49Z
dc.date.issued 1991
dc.identifier.citation Moyana, Rosemary. (1991), ''Evidence of Students' Perfomance in Expository Passages and Non-Mathematical Documents: Data From the Pilot Version of the IEA Reading Literacy Research Study'', Zimbabwe Journal Of Educational Research, vol. 3. no. 1, pp. 1-22. en
dc.identifier.issn 1013-3445
dc.identifier.uri http://hdl.handle.net/10646/525
dc.description.abstract This alticle discusses evidence of students' performance in responding to comprehension questions on expository passages and non-mathematical documents (performance on the narrative passages and the majority of the scientific/mathematical documents has been discussed elsewhere). The data is from the pilot version of the lEA Reading Literacy Research Study which is currently being carried out by about fourty countries including Zimbabwe. Basically the results discussed here reveal that students performed better on the documents and on the expository passages which had no science content. Students were also better able to tackle questions on the literal level of understanding as opposed to those on the interpretative or evaluative levels. We conclude by raising a number of further questions whose answers will be provided by data from the main study en
dc.format.extent 2702504 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.publisher University of Zimbabwe, Human Resources Research Centre en
dc.subject reading en
dc.subject students' perfomance en
dc.subject reading literacy en
dc.title Evidence of Students' Performance in Expository Passages and Non-Mathematical Documents: Data From the Pilot Version of the IEA Reading Literacy Research Study en
dc.type Article en


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