| Περίληψη: |
This study examines the role of out-of-school reading and school reading lessons in the development of reading skills among 9- to 10-year-old students in Azerbaijan, using data from the PIRLS 2021 assessment. Approximately 7,000 Azerbaijani students participated in PIRLS 2021. The research explored the relationship between reading achievement and factors such as attitudes toward reading in and out of school, time spent reading outside school, library use frequency, number of books at home, and freedom in book selection. Data from student questionnaires and reading assessments were analyzed using R Studio, IEA IDB Analyzer, and SPSS. Results indicated a positive relationship between reading achievement and students' attitudes toward out-of-school reading, library use, reading time, home book availability, and choice in reading materials. In contrast, a negative relationship was found between students' attitudes toward school reading lessons and their reading performance. The findings were also compared to results from PIRLS 2011 and 2016, and other related studies. [ABSTRACT FROM AUTHOR] |