Reading habits (paper based and web) by Finnish youth

The PISA results have since 2000 highlighted how Finnish 15-year olds excel in math, science, reading, etc. This report gives an interesting look into Finnish youth's reading habits, it includes both digital and paper-based media. Interestingly, we again find out that computers and ICTs are not often used for learning purposes, at least not in a formal learning setting (i.e. school, homework).   

Some outcomes (hastily) translated :

Since 2000, Finnish young people are reading the most variety of literature among 26 participating countries. The "reading index" that tracks the variety of reading, e.g. magazines, comics, literature (fiction and non-fiction) and newspapers is statistically decreasing in all countries. Apart from fiction and non-fiction book, Finnish youth reads less printed material. It is likely that the printed material has been replaced by, among other things, online reading and communication. 

In general, the use of web-based material among Finnish youth is at about average among PISA countries. In schools, however, computers are not used as actively as at home. In Finland, students seek less information on the Internet to help with homework and they rarely discuss their homework assignments online. Instead, the use of computer at home is mainly for pleasure purposes in Finland.

Parviainen (2012) Suomalaisnuorten lukemisen ja verkon käytön monipuolisuus http://www.oph.fi/julkaisut/2012/suomalaisnuorten_lukemisen_ja_verkon_kayton_monipuolisuus

International evaluation data on Science and Reading (TIMSS and PIRLS)

This international benchmarking data becomes available in 4 and 5 year cycles presenting participants’ achievement results in mathematics, science and reading.

For the past 20 years, TIMSS (Trends in International Mathematics and Science Study) has measured trends in mathematics and science achievement at the fourth and eighth grades. For the past 15 years PIRLS (Progress in International Reading Literacy Study) has measured trends in reading comprehension at the fourth grade. 

The results are presented as videos on YouTube, too, otherwise, the reports are available here.


A few pointers highlighted by my colleagues:

• An early start is critical: if parents before the start of primary school engage their children in literacy and numeracy activities (at home or at pre-primary schools) children had better scores in those subjects in the 4th grades. 
•  Fourth grade students with access to computers for instruction had higher average science achievement than those students with no access to computers for instruction (Page 235 TIMSS International Results in Science)