Engagement in Reading: Lessons Learned From Three PISA Countries
Abstract
The Program for International Student Assessment (PISA) is a global effort to assess reading literacy. The authors of this article focus on the variable of engagement—the student characteristic on PISA that had the largest correlation with achievement in reading. Next, salient findings related to engagement from three English‐speaking PISA countries (the United States, the United Kingdom, and Ireland) are presented. The authors conclude with a discussion of lessons about reading engagement derived from findings common to the authors' three nations with implications for policy and practice.
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Brozo, Shiel and Topping (2007) found that students who read a diverse range of texts achieve higher scores on PISA than those who do not.
“Brozo, Shiel and Topping (2007) used data from the Programme for International Student Assessment (PISA) to show that students who read a diverse range of texts achieve higher scores on this cognitive test than those who do not.”
From Does it matter what children read? New evidence using longitudinal census data from Spain (2020) · cites this paper as Brozo, Shiel and Topping (2007)
Differences in the frequency with which young people read may help to explain gender and socio-economic achievement gaps.
“Research suggests that differences in frequency with which young people read may help to explain gender and socio-economic achievement gaps (Brozo et al, 2007;Cremin et al, 2014;Krashen et al 2012;Sullivan and Brown, 2015).”
From The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study (2019) · cites this paper as Brozo et al, 2007
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References 18 · Cited by 157
- Authors
- Brozo, W. G., Shiel, G., & Topping, K.
- Affiliations
- George Mason University (US)
- University of Dundee (GB)
- Corresponding author
- Brozo, William G.
- Venue
- Journal of Adolescent & Adult Literacy
- Publisher
- Wiley
- Published
- 2007-12
- Volume
- 51
- Issue
- 4
- Pages
- 304-315
- ISSN
- 1081-3004 (ISSN-L)
- 1936-2706
- OpenAlex
- W2092677788
- Cited by
- 157
- References
- 18
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 5 · 2023: 8 · 2022: 9 · 2021: 8 · 2020: 17 · 2019: 18 · 2018: 8 · 2017: 7 · 2016: 8 · 2015: 9 · 2014: 19 · 2013: 7 · 2012: 12
- FWCI
- 13.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Adolescent & Adult Literacy (publishedVersion)
- Discovery Research Portal (University of Dundee) (submittedVersion)
- Topics
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- reading engagement, reading literacy, PISA, student engagement, reading achievement, English-speaking countries, United States, United Kingdom, Ireland, education policy, reading instruction
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