ABSTRACT
This chapter provides a brief overview of the initial statistical analyses of student data employed in the IEA reading-literacy study conducted in the years 1990–1. Attention is drawn to how reading theories may relate to the design of the study and the construction of test materials. The test booklets and questionnaires relating to reading related factual information such as ‘number of books in home’, used in the study are described. The investigation found that no single variable or set of variables can ‘explain’ variation in children’s reading performance but certain trends are identifiable.
