Description
Book SynopsisForeword.- Acknowledgements.- 1 Assessing Reading Achievement in the Dinaric Region—An Introduction: Surette van Staden, Paulína Koršnáková, and Jan-Philipp Wagner.- 2 National Curriculum on Language as a Basis for Teaching and Students’ Achievement in Reading Comprehension: Biljana Mihajlovska, Surette van Staden, Danijela Ðjukic, Elizabeta Karalic and Branislav Randjelovic.- 3 Comparing Texts Used in PIRLS With Mother Tongue Textbooks in the Dinaric Region: Are Students Well Prepared To Take The Test?: Biljana Mihajlovska, Surette Van Staden, Danijela Ðjukic, and Tanja Andonova Mitrevska.- 4 Teacher Qualifications, Professional Development, Teaching Quality, and Student Reading Achievements. A Comparative Perspective for the Dinaric Region: Trude Nilsen, Agim Alia, and Wangqiong Ye.- 5 Personal and Contextual Well-Being Factors Relating to Students’ Reading Achievement in the Dinaric Region: Kajsa Hansen Yang and Gordana Capric.- 6 Relevance of Home Situation for Students’ Reading Achievement: Christian Christrup Kjeldsen and Ines (Elezovic) Perovic.- 7 Digital Skills and Tools Supporting Distance Learning: A Comprehensive Response of Dinaric Education Systems in Times of Educational Disruption: Marina Radovic, Dijana Vuckovic, and Jelena Radišic.- 8 Data Collection During a Pandemic. How did COVID-19 Impact the Sample Composition in PIRLS 2021?:John Jerrim and Duygu Savasci-Smith.- 9 An Analysis of PIRLS 2021 Mode Effects: Differences in Reading Achievement Related to the Assessment Mode for PIRLS 2021 in Croatia and Slovenia: Eva Klemencic Mirazchiyski, Plamen Mirazchiyski and Ines (Elezovic) Perovic.
