Wikipedia

Progress in International Reading Literacy Study

(Redirected from PIRLS)

The IEA's Progress in International Reading Literacy Study (PIRLS)[1] is an international study of reading (comprehension) achievement in 9-10 year olds. It has been conducted every five years since 2001 by the International Association for the Evaluation of Educational Achievement (IEA). It is designed to measure children's reading literacy achievement, to provide a baseline for future studies of trends in achievement, and to gather information about children's home and school experiences in learning to read.[2]

PIRLS 2021

Over 60 countries and sub-national, benchmarking entities participated in PIRLS 2021.[3]

History

edit

PIRLS[1] provides internationally comparative data on how well children read by assessing students' reading achievement. PIRLS collects background information on how education systems provide educational opportunities to their students as well as the factors that influence how students use these opportunities. These background data include information about the following: national curriculum policies in reading; how the education system is organized to facilitate learning; students' home environment for learning; school climate and resources; and how instruction actually occurs in classrooms. Studies of reading literacy had been conducted prior to the PIRLS study of 2001, and PIRLS is the successor to IEA studies, such as the Reading Literacy Study, that started in 1970 and continued until 1991.[4] The PIRLS study of 2001 started the trend for cyclical testing; PIRLS has a frequency of five years. By administering the test every five years, education systems are able to monitor their children's literacy achievement over time. The current cycle, PIRLS 2016, is the fourth cycle of the IEA PIRLS. Like the previous PIRLS cycles (conducted in 2001, 2006, and 2011), the study will also collect information about home supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating country.[1]

Cycles

edit

PIRLS 2021

edit

PIRLS 2021 is the fifth cycle in the PIRLS framework.[5] IEA's PIRLS will continue to collect background information from the assessed students, their parents, teachers and school principals on how education systems provide educational opportunities to their students, as well as the factors that influence how students use these opportunities. Trend results across assessments permit countries to monitor the effectiveness of their educational systems in a global context, and PIRLS 2021 marks 20 years of trends.

PIRLS 2021 evolves further from PIRLS 2016 in allowing countries to administer the full PIRLS reading assessment, including both PIRLS Informational and Literary (the previous standard PIRLS assessment), and the ePIRLS Online Informational (the previous ePIRLS), as one digitally based endeavour. Countries may also select from two levels of the PIRLS assessment; providing students with an assessment experience better suited to their reading abilities increases student motivation and provides more accurate assessment data. All results will be reported on the same PIRLS achievement scale.

PIRLS 2021 thus offers three options, enabling participants to select the administration path best suited to assessing their education system:(1) A new fully digital ePIRLS assessment, which integrates all aspects of PIRLS Informational, PIRLS Literary, and the ePIRLS Online Informational assessments; 2) The paper-only version of the PIRLS assessment, which is equivalent to the original pen-and-paper PIRLS standard assessment; and (3) The paper-only version of the PIRLS assessment, taken together with the ePIRLS Online Informational assessment.[6]

Rank Country Average
scale score 		Change
over 5 years
1   Singapore 587   11 points
2   Ireland 577   10 points
3   Hong Kong 573   4 points
4   Russia 567   14 points
5   Northern Ireland 566   1 point
6   England[a] 558   1 point
7   Croatia 557 N/A
8   Lithuania 552   4 points
9   Finland 549   17 points
9   Poland 549   16 points
11   United States 548   1 point
12   Chinese Taipei 544   15 points
12   Sweden 544   11 points
14   Australia[a] 540   4 points
14   Bulgaria 539   13 points
14   Czech Republic 539   4 points
17   Hungary 539   15 points
17   Denmark 539   8 points
17   Norway[b] 539   20 points
20   Italy 537   11 points
21   Macau 536   10 points
22   Austria 530   11 points
23   Slovakia 529   6 points
24   Latvia 528   30 points
25   Netherlands 527   18 points
26   Germany 524   13 points
27   New Zealand 521   2 points
27   Spain 521   7 points
29   Portugal 520   8 points
29   Slovenia 520   22 points
30   Malta 515   63 points
31   France 514   3 points
31   Serbia 514 N/A
33   Albania 513 N/A
34   Cyprus 511 N/A
34   Belgium (Flemish) 511   14 points
36   Israel[a] 510   20 points
37   Kazakhstan 504   32 points
PIRLS Scale Centerpoint 500  
38   Turkey 496 N/A
39   Belgium (French) 494   3 points
39   Georgia 494   6 points
41   Montenegro 487 N/A
42   Qatar 485   43 points
43   United Arab Emirates 483   33 points
44   Bahrain 458   12 points
45   Saudi Arabia 449   19 points
46   North Macedonia 442 N/A
47   Azerbaijan 440   32 points
48   Uzbekistan 437 N/A
49   Oman 429   11 points
50   Kosovo 421 N/A
51   Brazil[a] 419 N/A
52   Iran[a] 413   15 points
53   Jordan 381 N/A
54   Egypt 378   48 points
55   Morocco 372   14 points
56   South Africa[a] 288   32 points
Benchmarking participants
–   Moscow (Russia) 598   14 points
–   Dubai (United Arab Emirates) 552   37 points
–   Quebec (Canada) 551   4 points
–   Alberta (Canada) 539 N/A
–   British Columbia (Canada) 535 N/A
–   Newfoundland and Labrador (Canada) 523 N/A
–   Abu Dhabi (United Arab Emirates) 440   26 points
–   South Africa[a][c] 384 N/A
Table key
Delayed assessment of 4th grade cohort at the beginning of 5th grade
  1. ^ a b c d e f g Assessed one year later than originally scheduled
  2. ^ 5th grade students
  3. ^ 6th grade students

PIRLS 2016

edit

PIRLS 2016 was released on December 5, 2017.[7] It also collects extensive information about home supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating country. In this cycle there were two additional initiatives: (1) the PIRLS Literacy assessment (earlier known as prePIRLS) is equivalent to PIRLS in scope and reflects the same conception of reading as PIRLS. Its purpose is to extend the effective measurement of reading literacy at the lower end of the achievement scale. Countries whose fourth-grade students are still developing fundamental reading skills can participate in the PIRLS Literacy assessment and still have their results reported on the PIRLS achievement scale. The reading passages and questions in common between the PIRLS Literacy and the PIRLS assessments will enable the two assessments to be linked, and their results to be compared. (2) Initiated in 2016, ePIRLS is a computer-based reading assessment of students' ability to acquire and use information when reading online. The assessment encompasses an engaging, simulated internet environment with authentic school-like assignments about science and social studies topics. The ePIRLS online reading achievement scale enables countries to examine their fourth-graders' online reading performance relative to their performance on the PIRLS reading achievement scales.

In terms of trends, the PIRLS results for student achievement by country states that 18 countries had higher average achievement, 13 countries had the same average achievement, and 10 countries had lower average achievement; and girls had higher reading achievement than boys in 48 of the 50 countries.[8][9]

The 2016 PIRLS Encyclopedia has the Education Policy and Curriculum in Reading by country. It describes the structure of each education system, the reading curricula in the primary grades, and overall policies related to reading instruction.[10]

The ten countries with the highest average reading achievement were: Russian Federation, Singapore, Hong Kong SAR, Ireland, Finland, Poland, Northern Ireland, Norway, Taiwan, and England.[11]

Rank Country Average
scale score 		Change
over 5 years
1   Russia 581   13 points
2   Singapore 576   9 points
3   Hong Kong 569   2 points
4   Ireland 567   15 points
5   Finland 566   2 points
6   Poland 565   39 points
6   Northern Ireland 565   7 points
8   Norway[a] 559   52 points
8   Chinese Taipei 559   6 points
8   England 559   7 points
11   Latvia 558 N/A
12   Sweden 555   13 points
13   Hungary 554   15 points
14   Bulgaria 552   20 points
15   United States 549   7 points
16   Lithuania 548   20 points
16   Italy 548   7 points
18   Denmark 547   7 points
19   Macau 546 N/A
20   Netherlands 545   1 point
21   Australia 544   17 points
22   Czech Republic 543   2 points
22   Canada 543   5 points
24   Slovenia 542   12 points
25   Austria 541   12 points
26   Germany 537   4 points
27   Kazakhstan 536 N/A
28   Slovakia 535  
29   Israel 530   11 points
30   Portugal 528   13 points
30   Spain 528   15 points
32   Belgium (Flemish) 525 N/A
33   New Zealand 523   8 points
34   France 511   9 points
International average 500  
35   Belgium (French) 497   9 points
36   Chile 494 N/A
37   Georgia 488  
38   Trinidad and Tobago 479   8 points
39   Azerbaijan 472   10 points
40   Malta 452   25 points
41   United Arab Emirates 450   11 points
42   Bahrain 446 N/A
43   Qatar 442   17 points
44   Saudi Arabia 430  
45   Iran 428   29 points
46   Oman 418   27 points
47   Kuwait 393 N/A
48   Morocco 358   48 points
49   Egypt 330 N/A
50   South Africa 320 N/A
Benchmarking participants
–   Moscow (Russia) 612 N/A
–   Madrid (Spain) 549 N/A
–   Quebec (Canada) 547   9 points
–   Ontario (Canada) 544   8 points
–   Andalusia (Spain) 525   10 points
–   Norway[b] 517 N/A
–   Dubai (United Arab Emirates) 515   39 points
–   Denmark[c] 501 N/A
–   Buenos Aires (Argentina) 480 N/A
–   Abu Dhabi (United Arab Emirates) 414   10 points
–   South Africa (English/Afrikaans/Zulu)[a] 406 N/A
  1. ^ a b 5th grade students
  2. ^ 4th grade students
  3. ^ 3rd grade students

Helpful pages

edit
  • "Listing of reading achievement scores by country - PIRLS 2016".
  • "Trends in reading scores by country - PIRLS 2016".
  • "Links to each country for their education system, 4th grade curriculum, etc. - PIRLS 2016".

PIRLS 2011

edit

Combining newly developed reading assessment passages and questions for 2011 with a selection of secure assessment passages and questions from 2001 and 2006, the study offered a state-of-the-art assessment of reading comprehension that allowed for measurement of changes since 2001. The international population for PIRLS 2011 consisted of students in the grade that represents four years of schooling, provided that the mean age at the time of testing was at least 9.5 years. In the 2011 cycle, prePIRLS (now known as PIRLS Literacy) was offered to assess basic reading skills as a bridge to PIRLS, for countries where most children are still developing fundamental reading skills at the end of the primary school cycle.[12]

Rank Country Average
scale score 		Change
over 5 years
1   Hong Kong 571   7 points
2   Russia 568   3 points
2   Finland 568 N/A
4   Singapore 567   9 points
5   Northern Ireland 558 N/A
6   United States 556   16 points
7   Denmark 554   8 points
8   Croatia 553 N/A
8   Chinese Taipei 553   18 points
10   Ireland 552 N/A
10   England 552   13 points
12   Canada 548 N/A
13   Netherlands 546   1 point
14   Czech Republic 545 N/A
15   Sweden 542   7 points
16   Italy 541   10 points
16   Germany 541   7 points
16   Israel 541   29 points
16   Portugal 541 N/A
20   Hungary 539   12 points
21   Slovakia 535   3 points
22   Bulgaria 532   15 points
23   New Zealand 531   1 point
24   Slovenia 530   8 points
25   Austria 529   9 points
26   Lithuania 528   9 points
27   Australia 527 N/A
28   Poland 526   7 points
29   France 520   2 points
30   Spain 513  
31   Norway 507   9 points
32   Belgium (French) 506   6 points
33   Romania 502   13 points
International average 500  
34   Georgia 488   17 points
35   Malta 477 N/A
36   Trinidad and Tobago 471   35 points
37   Azerbaijan 462 N/A
38   Iran 457   36 points
39   Colombia 448 N/A
40   United Arab Emirates 439 N/A
41   Saudi Arabia 430 N/A
42   Indonesia 428   23 points
43   Qatar 425   72 points
44   Oman 391 N/A
45   Morocco 310   13 points
6th grade participants
–   Honduras[a] 450 N/A
–   Morocco[a] 424 N/A
–   Kuwait[a] 419 N/A
–   Botswana[a] 419 N/A
Benchmarking participants
–   Florida (United States) 569 N/A
–   Ontario (Canada) 552   3 points
–   Alberta (Canada) 548   12 points
–   Quebec (Canada) 538   5 points
–   Andalusia (Spain) 515 N/A
–   Dubai (United Arab Emirates) 476 N/A
–   Malta (Maltese) 457 N/A
–   Abu Dhabi (United Arab Emirates) 424 N/A
–   South Africa (English/Afrikaans)[b] 421 N/A
  1. ^ a b c d 6th grade students
  2. ^ 5th grade students

PIRLS 2006

edit

PIRLS 2006 assessed a range of reading comprehension strategies for two major reading purposes: literary and informational. The student test of reading comprehension addressed four processes:

  • retrieval of explicitly stated information
  • making straightforward inferences
  • interpreting and integrating ideas and information
  • examination and evaluation of content, language, and textual elements.

PIRLS 2006 assessed students enrolled in the fourth grade.[13]

Rank Country Average
scale score 		Change
over 5 years
1   Russia 565   37 points
2   Hong Kong 564   36 points
3   Alberta (Canada) 560 N/A
4   Singapore 558   30 points
4   British Columbia (Canada) 558 N/A
6   Luxembourg 557 N/A
7   Ontario (Canada) 555 N/A
8   Italy 551   10 points
8   Hungary 551 N/A
10   Sweden 549   12 points
11   Germany 548   9 points
12   Netherlands 547   7 points
12   Belgium (Flemish) 547 N/A
12   Bulgaria 547   3 points
15   Denmark 546 N/A
16   Nova Scotia (Canada) 542 N/A
17   Latvia 541   4 points
18   United States 540   2 points
19   England 539   14 points
20   Austria 538 N/A
21   Lithuania 537   6 points
22   Chinese Taipei 535 N/A
23   Quebec (Canada) 533 N/A
24   New Zealand 532   3 points
24   Slovakia 532   15 points
26   Scotland 527   1 point
27   France 522   3 points
27   Slovenia 522   20 points
29   Poland 519 N/A
30   Spain 513 N/A
31   Israel 512   3 points
32   Iceland 511   1 point
International average 500  
33   Moldova 500   8 points
33   Belgium (French) 500 N/A
35   Norway 498   1 point
36   Romania 489   23 points
37   Georgia 471 N/A
38   Republic of Macedonia 442  
39   Trinidad and Tobago 436 N/A
40   Iran 421 N/A
41   Indonesia 405 N/A
42   Qatar 353 N/A
43   Kuwait 330   66 points
44   Morocco 323   27 points
45   South Africa 302 N/A

PIRLS 2001

edit

The IEA Progress in International Reading Literacy Study (PIRLS) 2001 was the first cycle of assessments to measure trends in children's reading literacy achievement, and policy and practices related to literacy. The study examined three aspects of reading literacy: processes of comprehension, purposes for reading, and reading literacy behavior and attitudes. 35 countries took part in the first cycle where students enrolled in the fourth grade were assessed.[14]

Rank Country Average
scale score
1   Sweden 561
2   Netherlands 554
3   England 553
4   Bulgaria 550
5   Latvia 545
6   Canada[a] 544
7   Lithuania 543
7   Hungary 543
9   United States 542
10   Italy 541
11   Germany 539
12   Czech Republic 537
13   New Zealand 529
14   Scotland 528
14   Singapore 528
14   Russia 528
14   Hong Kong 528
18   France 525
19   Greece 524
20   Slovakia 518
21   Iceland 512
21   Romania 512
23   Israel 509
24   Slovenia 502
International average 500
25   Norway 499
26   Cyprus 494
27   Moldova 492
28   Turkey 449
29   Republic of Macedonia 442
30   Colombia 422
31   Argentina 420
32   Iran 414
33   Kuwait 396
34   Morocco 350
35   Belize 327
  1. ^ Represented by Ontario (548) and Quebec (487)

United States results by race and ethnicity

edit
Race 2016[15] 2011[16] 2006[17] 2001[18]
Score Score Score Score
Asian 591 588 567 551
Multiracial — 578 — —
White 571 575 560 565
US Average 549 556 540 542
Other 545 — 573 —
Hispanic 525 532 518 517
Black 518 522 503 502
American Indian/Alaska Native — — 468 —

PIRLS assessment

edit

The PIRLS study consists of a main survey that consists of a written reading comprehension test and a background questionnaire. The PIRLS Reading Development Group (RDG) and National Research Coordinators (NRCs) from the participating countries collaborate to develop the reading assessments. The assessment focuses on three main areas of literacy: process of comprehension, purposes for reading, and reading behaviors and attitudes. The background questionnaire is used to determine the reading behaviors and attitudes. The written test is designed to address the process of comprehension and the purposes for reading. There are two purposes for reading that are examined in this study: reading for literary experience and reading to acquire and use information. Each student receives 80 minutes to complete two passages and then time to complete the survey. There are a total of 8 passage. Four passages are for each purpose of reading. "With eight reading passages in total, but just two to be given to any one student, passages and their accompanying items were assigned to student test booklets according to a matrix sampling plan. The eight passages were distributed across 10 booklets, two per booklet, so that passages were paired together in a booklet in as many different ways as possible."[2] The PIRLS target population is the grade that represents four years of schooling, counting from the first year of ISCED Level 1, which corresponds to the fourth grade in most countries. To better match the assessment to the achievement level of students, countries have the option of administering PIRLS or PIRLS Literacy at the fifth or sixth grade.

Background questionnaire

edit

Given to:

  • Home/parents—This questionnaire includes questions about "students' early reading experiences, child-parent literacy interactions, parents' reading habits and attitudes, home-school connections, and demographic and socioeconomic indicators."
  • Students—This questionnaire includes questions about "instructional experiences, self-perception and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information."
  • Teachers—This questionnaire includes questions about "characteristics of the class tested, instructional activities for teaching reading, classroom resources, assessment practices, and about their education, training, and opportunities for professional development."
  • Schools—This questionnaire includes questions about "enrollment and school characteristics, school organization for reading instruction, school staffing and resources, home-school connections, and the school environment."[2]

Participating organizations

edit

Participating countries

edit
Country Years
  Albania 2021
  Argentina 2001, 2016[a]
  Australia 2011, 2016, 2021
  Austria 2006, 2011, 2016, 2021
  Azerbaijan 2011, 2016, 2021
  Bahrain 2016, 2021
  Belize 2001
  Belgium 2006,[b] 2011,[c] 2016,[b] 2021[b]
  Botswana 2011[d]
  Brazil 2021
  Bulgaria 2001, 2006, 2011, 2016, 2021
  Canada 2001,[e] 2006,[f] 2011, 2016, 2021[g]
  Chile 2016
  Chinese Taipei 2006, 2011, 2016, 2021
  Colombia 2001, 2011
  Croatia 2011, 2021
  Cyprus 2006, 2021
  Czech Republic 2001, 2011, 2016, 2021
  Denmark 2006, 2011, 2016, 2021
  Egypt 2016, 2021
  England 2001, 2006, 2011, 2016, 2021
  Finland 2011, 2016, 2021
  France 2001, 2006, 2011, 2016, 2021
  Georgia 2006, 2011, 2016, 2021
  Germany 2001, 2006, 2011, 2016, 2021
  Greece 2001
  Honduras 2011[d]
  Hong Kong 2001, 2006, 2011, 2016, 2021
  Hungary 2001, 2006, 2011, 2016, 2021
  Iceland 2001, 2006
  Indonesia 2006, 2011
  Iran 2001, 2006, 2011, 2016, 2021
  Ireland 2011, 2016, 2021
  Israel 2001, 2006, 2011, 2016, 2021
  Italy 2001, 2006, 2011, 2016, 2021
  Jordan 2021
  Kazakhstan 2016, 2021
  Kosovo 2021
  Kuwait 2001, 2006, 2011,[d] 2016
  Latvia 2001, 2006, 2016, 2021
  Lithuania 2001, 2006, 2011, 2016, 2021
  Macau 2016, 2021
  Malta 2011, 2016, 2021
  Moldova 2001, 2006
  Montenegro 2021
  Morocco 2001, 2006, 2011, 2016, 2021
  Netherlands 2001, 2006, 2011, 2016, 2021
  New Zealand 2001, 2006, 2011, 2016, 2021
  North Macedonia 2001, 2006, 2021
  Northern Ireland 2011, 2016, 2021
  Norway 2001, 2006, 2011, 2016, 2021
  Oman 2011, 2016, 2021
  Poland 2021
  Portugal 2011, 2016, 2021
  Qatar 2006, 2011, 2016, 2021
  Romania 2001, 2006, 2011
  Russia 2001, 2006, 2011, 2016, 2021
  Saudi Arabia 2011, 2016, 2021
  Scotland 2001, 2006
  Serbia 2021
  Singapore 2001, 2006, 2011, 2016, 2021
  Slovakia 2001, 2006, 2011, 2016, 2021
  Slovenia 2001, 2006, 2011, 2016, 2021
  South Africa 2006, 2011,[h] 2016, 2021
  Spain 2006, 2011, 2016, 2021
  Sweden 2001, 2006, 2011, 2016, 2021
  Trinidad and Tobago 2006, 2011, 2016
  Turkey 2001, 2021
  United Arab Emirates 2011, 2016, 2021
  United States 2001, 2006, 2011, 2016, 2021
  Uzbekistan 2021
  1. ^ as Buenos Aires (benchmarking only)
  2. ^ a b c French and Flemish separated
  3. ^ French only
  4. ^ a b c 6th grade only
  5. ^ represented by Ontario and Quebec
  6. ^ as Alberta, British Columbia, Nova Scotia, Ontario, and Quebec
  7. ^ as Alberta, British Columbia, Newfoundland and Labrador and Quebec (benchmarking only)
  8. ^ English/Afrikaans (benchmarking only)

See also

edit

References

edit
  1. ^ a b c "PIRLS. Progress in International Reading Literacy Study - IEA". www.iea.nl. Archived from the original on 2016-11-21. Retrieved 2016-11-21.
  2. ^ a b c "PIRLS 2001 International Report, Appendix A" (PDF). Retrieved 2018-08-10.
  3. ^ "PIRLS 2021 International Results in Reading". pirls2021.org. Retrieved 11 September 2023.
  4. ^ "Other IEA studies - IEA". www.iea.nl.
  5. ^ "PIRLS 2021 | IEA.nl". www.iea.nl. Retrieved 2022-11-06.
  6. ^ "Info" (PDF). www.iea.nl.
  7. ^ "PIRLS 2016".
  8. ^ "PIRLS 2016 International results in reading".
  9. ^ "Trends in reading results by country".
  10. ^ "2016 PIRLS Encyclopedia".
  11. ^ "PIRLS 2016 Student Achievement Overview".
  12. ^ "PIRLS 2011 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 26 May 2021. Retrieved 13 December 2021.
  13. ^ "PIRLS 2006 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 27 March 2016. Retrieved 13 December 2021.
  14. ^ "PIRLS 2001 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 20 May 2019. Retrieved 13 December 2021.
  15. ^ "Reading Achievement of U.S. Fourth-Grade Students in an International Context" (PDF).
  16. ^ "PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)".
  17. ^ "The Reading Literacy of U.S. Fourth-Grade Students in an International Context" (PDF).
  18. ^ "International Comparisons in Fourth-Grade Reading Literacy" (PDF).
edit
Retrieved from "https://en.wikipedia.org/w/index.php?title=Progress_in_International_Reading_Literacy_Study&oldid=1251451157"