Boosting reading literacy in Southeast Asia
ACER news 1 day ago 5 minute readA recent study reveals that parental attitudes towards education and increasing preschool attendance are crucial to improving reading literacy in Southeast Asia.
In a recent study published in Research in Comparative and International Education, ACER researchers explored the impact of parental support and preschool attendance on primary students' reading literacy across 6 Southeast Asian countries. This study, grounded by United Nations Sustainable Development Goal (SDG) 4.6, highlights the importance of reading literacy as a cornerstone of education.
The study utilised data from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019, the first cross-country student assessment in the region. SEA-PLM aims to develop a common approach to assessing learning outcomes in reading, writing, mathematics and global citizenship in Grade 5 students in the ASEAN region.
This secondary analysis, funded by ACER and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) through the Global Education Monitoring (GEM) Centre, focused on 3 main variables. It examined the impact of socio-economic status (SES) on reading literacy, hypothesising that SES would have a significant effect. Additionally, it explored how positive parental attitudes towards learning could enhance reading literacy. The study also investigated whether attending preschool positively affects reading literacy.
The analysis, which included over 31,000 Grade 5 students from Cambodia, Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines, and Viet Nam, revealed several critical insights. SES emerged as the strongest predictor of reading literacy across all countries. Higher SES was consistently associated with better reading outcomes.
Positive parental attitudes towards learning significantly improved reading literacy, with this effect being particularly strong in the Philippines, where parental involvement had a substantial impact.
Preschool attendance positively influenced reading literacy in 5 of the 6 countries, with Myanmar being the exception due to low preschool enrolment rates.
The study also considered other factors influencing reading literacy. This included gender, literacy resources at home, grade repetition, outside school activities, learning time at school, teacher absenteeism, and student interest in school. These factors provided a comprehensive understanding of the various elements affecting reading literacy in the region.
The findings suggest that policy interventions aimed at improving parental attitudes towards education and increasing preschool attendance can significantly enhance reading literacy. These interventions are effective investments in the educational prosperity of students nearing the end of their basic education.
This study underscores the importance of parental support and early childhood education in achieving reading literacy goals. By addressing these factors, policymakers can make strides towards fulfilling SDG 4.6 and ultimately, ensuring that all children in Southeast Asia are meeting minimum proficiency levels in reading.
Further reading
Read the full manuscript, Parental support and preschool: Do they matter for primary students’ reading literacy? Evidence from six Southeast Asian countries
Read the SEA-PLM 2019 Main Regional Report.
Learn more about the GEM Centre.