@ARTICLE{26543118_147131158_2015, 
	author = {Galina Tsukerman and Galina Kovaleva and Marina Kuznetsova}, 
	keywords = {, middle school, dynamics of reading literacy, informational texts, international comparative studiesage-related differences},
	title = {Evolution of Reading Literacy, or The New Adventures of the Push Me Pull You},
	journal = {Educational Studies Moscow},
	year = {2015},
	number = {1},
	pages = {284-300},
	url = {https://archive_vo.hse.ru/en/2015--1/147131158.html},
	publisher = {},
	abstract = {Galina Tsukerman - Doctor of Sciences in Psychology, Leading Researcher, The Institute of Psychology, Russian Academy of Sciences. Address: 9 Mokhovaya str., 119019, Moscow, Russian Federation. E-mail: galina.zuckerman@gmail.com Galina Kovalyova - Candidate of Sciences in Pedagogy, Head, The Center for Assessment of Education Quality, Institute for Content and Methods of Education, Russian Academy of Sciences. Address: 5/16, Makarenko str., 105062, Moscow, Russian Federation. E-mail: centeroko@mail.ruMarina Kuznetsova - Candidate of Sciences in Pedadogy, Leading Researcher, The Institute for Content and Methods of Education, Russian Academy of Sciences; Research Fellow, The Institute of Education, National Research University—Higher School of Economics. Address: 5/16, Makarenko str., 105062, Moscow, Russian Federation. E-mail: bernin@mail.ru The Push-Pull tool is a combination of the PIRLS and PISA tests designed to assess literacy among school students of 4-9 grades and based around informational texts. The method allows to assess the dynamics of reading literacy among individuals and groups of school students. The paper presents data from three samples of school students who answered the Push-Pull questions twice in one or two years. All the samples reveal the same regular patterns: considerable progress in literacy among those who scored low the first time, and regress among those who initially performed the best. Besides, great differences were found between the best performers of the test in Russia and their counterparts in the OECD countries, which means regress among the best reading students has nothing to do with the processes of age-related development. Instead, it is explained through the culture-specific development tools and the lack of teaching methods required to ensure further expansion of the reading elite.},
	annote = {Galina Tsukerman - Doctor of Sciences in Psychology, Leading Researcher, The Institute of Psychology, Russian Academy of Sciences. Address: 9 Mokhovaya str., 119019, Moscow, Russian Federation. E-mail: galina.zuckerman@gmail.com Galina Kovalyova - Candidate of Sciences in Pedagogy, Head, The Center for Assessment of Education Quality, Institute for Content and Methods of Education, Russian Academy of Sciences. Address: 5/16, Makarenko str., 105062, Moscow, Russian Federation. E-mail: centeroko@mail.ruMarina Kuznetsova - Candidate of Sciences in Pedadogy, Leading Researcher, The Institute for Content and Methods of Education, Russian Academy of Sciences; Research Fellow, The Institute of Education, National Research University—Higher School of Economics. Address: 5/16, Makarenko str., 105062, Moscow, Russian Federation. E-mail: bernin@mail.ru The Push-Pull tool is a combination of the PIRLS and PISA tests designed to assess literacy among school students of 4-9 grades and based around informational texts. The method allows to assess the dynamics of reading literacy among individuals and groups of school students. The paper presents data from three samples of school students who answered the Push-Pull questions twice in one or two years. All the samples reveal the same regular patterns: considerable progress in literacy among those who scored low the first time, and regress among those who initially performed the best. Besides, great differences were found between the best performers of the test in Russia and their counterparts in the OECD countries, which means regress among the best reading students has nothing to do with the processes of age-related development. Instead, it is explained through the culture-specific development tools and the lack of teaching methods required to ensure further expansion of the reading elite.}
}