Study Shows: Social Background Shapes Reading Competence More Than Ever

Social origin increasingly influences the reading competence of adults. This is shown by detailed reports presented on the OECD survey PIAAC, often referred to as the "Adult PISA." The highest influence on one's own reading competence is still one's own educational qualification, but closely followed by the educational level of the parents and the choice between middle school or lower secondary school (AHS). Lesser factors are first language and kindergarten attendance.

Social Origin Increasingly Influences Reading Competence

As early as December 2024, the results of the "Programme for the International Assessment of Adult Competencies" (PIAAC) were published. Even then, it was evident that in Austria, since the last survey in 2011, the group of 16 to 65-year-olds with reading problems has practically doubled to 29 percent. Compared to the other 30 countries that participated in PIAAC, Austria landed significantly below the OECD average in reading (254 compared to 260 points) - in 2011, it was still above the OECD average.

In an expert report published on Friday, researchers are now examining the results in detail. Using various statistical models, Eduard Stöger and Felix Deichmann from Statistics Austria have calculated which factors have the greatest influence on the later reading competence of adults in Austria.

Origin Almost as Important as Own Educational Qualification

With a value of 0.37, the highest effect on reading competence as an adult is still one's own educational qualification - in this case measured by whether one has obtained a high school diploma or not. This value has not changed compared to the last PIAAC survey in 2011. Close behind is the educational level of the parents with an effect of 0.32 - its influence has significantly increased compared to 2011 (0.24). This is followed by the choice of school in lower secondary education (completion of middle school or lower secondary school) with an effect of 0.28, although this influence has slightly decreased.

Less strong, but still significant influencing factors are the first language (German or non-German) with an effect of 0.15 and kindergarten attendance (0.09). Compared to the last survey, the influence of the first language has remained about the same, but that of kindergarten attendance has increased.

"Origin Becomes More Important"

"Social origin is becoming more important," summarized Stöger during a lecture at a research conference on Friday. Other studies on the topic have also suggested this. "Targeted educational efforts in the form of kindergarten attendance, choice of secondary education, and highest educational qualification are beneficial, but cannot compensate for existing social differences."

(APA/Red)

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