% of Children Reading on Grade Level by 3rd Grade Disaggregated by Race for Spartanburg, Sc
The IEA'southward Progress in International Reading Literacy Written report (PIRLS)[1] is an international report of reading (comprehension) achievement in quaternary graders. It has been conducted every five years since 2001 by the International Association for the Evaluation of Educational Achievement (IEA). It is designed to mensurate children's reading literacy accomplishment, to provide a baseline for hereafter studies of trends in achievement, and to gather information near children's home and schoolhouse experiences in learning to read.[2]
Over threescore countries and sub-national, benchmarking entities participated in PIRLS 2016.[3]
History [edit]
PIRLS[one] provides internationally comparative data on how well children read by assessing students' reading achievement. PIRLS collects considerable background information on how education systems provide educational opportunities to their students also as the factors that influence how students use these opportunities. These background information include data about the post-obit: national curriculum policies in reading; how the instruction arrangement is organized to facilitate learning; students' home environment for learning; schoolhouse 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 5 years. Past administering the test every v years, education systems are able to monitor their children'due south literacy achievement over time. The current cycle, PIRLS 2016, is the fourth cycle of the IEA PIRLS. Similar the previous PIRLS cycles (conducted in 2001, 2006, and 2011), the study volition also collect extensive data nearly home supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating state.[1]
Cycles [edit]
PIRLS 2021 [edit]
PIRLS 2021 will exist the fifth cycle in the PIRLS framework. IEA'southward PIRLS will continue to collect considerable groundwork information from the assessed students, their parents, teachers and school principals on how education systems provide educational opportunities to their students, besides every bit 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), every bit 1 seamless digitally based endeavour. Countries may also select from ii levels of the PIRLS assessment; providing students with an cess feel better suited to their reading abilities increases student motivation and provides more accurate cess data. All results volition exist reported on the same PIRLS achievement calibration.
PIRLS 2021 thus offers three flexible options, enabling participants to select the administration path best suited to assessing their education arrangement:(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 cess, which is equivalent to the original pen-and-newspaper PIRLS standard assessment; and (3) The newspaper-only version of the PIRLS assessment, taken together with the ePIRLS Online Informational assessment.[5]
PIRLS 2016 [edit]
PIRLS 2016 was released on December 5, 2017.[half-dozen] It also collects all-encompassing data about dwelling house supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating state. In this bicycle at that place were two additional initiatives: (ane) the PIRLS Literacy assessment (earlier known as prePIRLS) is equivalent to PIRLS in telescopic and reflects the same formulation of reading as PIRLS. Its purpose is to extend the effective measurement of reading literacy at the lower finish of the achievement scale. Countries whose fourth-grade students are yet developing cardinal reading skills can participate in the PIRLS Literacy assessment and even so take their results reported on the PIRLS achievement scale. The reading passages and questions in common between the PIRLS Literacy and the PIRLS assessments volition enable the two assessments to be linked, and their results to exist compared. (2) Initiated in 2016, ePIRLS is a computer-based reading cess of students' power to learn and utilise information when reading online. The cess encompasses an engaging, false internet environment with authentic schoolhouse-like assignments nigh science and social studies topics. The ePIRLS online reading achievement scale enables countries to examine their 4th-graders' online reading operation relative to their operation on the PIRLS reading achievement scales.
In terms of trends, the PIRLS results for student achievement by country states that eighteen countries had higher boilerplate achievement, 13 countries had the aforementioned average achievement, and ten countries had lower average achievement; and girls had college reading accomplishment than boys in 48 of the 50 countries.[7] [8]
The 2016 PIRLS Encyclopedia has the Education Policy and Curriculum in Reading past state. Information technology describes the structure of each educational activity system, the reading curricula in the main grades, and overall policies related to reading instruction.[nine]
The ten countries with the highest boilerplate reading accomplishment were: Russia, Singapore, Hong Kong SAR, Ireland, Finland, Poland, Northern Ireland, Kingdom of norway, Taiwan, and England.[10]
Rank | Country | Average scale score | Change over 5 years |
---|---|---|---|
1 | ![]() | 581 | ![]() |
2 | ![]() | 576 | ![]() |
3 | ![]() | 569 | ![]() |
iv | ![]() | 567 | ![]() |
v | ![]() | 566 | ![]() |
6 | ![]() | 565 | ![]() |
6 | Northern Ireland | 565 | ![]() |
8 | ![]() | 559 | ![]() |
eight | ![]() | 559 | ![]() |
8 | ![]() | 559 | ![]() |
11 | ![]() | 558 | N/A |
12 | ![]() | 555 | ![]() |
xiii | ![]() | 554 | ![]() |
14 | ![]() | 552 | ![]() |
15 | ![]() | 549 | ![]() |
xvi | ![]() | 548 | ![]() |
16 | ![]() | 548 | ![]() |
18 | ![]() | 547 | ![]() |
nineteen | ![]() | 546 | N/A |
twenty | ![]() | 545 | ![]() |
21 | ![]() | 544 | ![]() |
22 | ![]() | 543 | ![]() |
22 | ![]() | 543 | ![]() |
24 | ![]() | 542 | ![]() |
25 | ![]() | 541 | ![]() |
26 | ![]() | 537 | ![]() |
27 | ![]() | 536 | North/A |
28 | ![]() | 535 | ![]() |
29 | ![]() | 530 | ![]() |
xxx | ![]() | 528 | ![]() |
xxx | ![]() | 528 | ![]() |
32 | ![]() | 525 | N/A |
33 | ![]() | 523 | ![]() |
34 | ![]() | 511 | ![]() |
International average | 500 | ![]() | |
35 | ![]() | 497 | ![]() |
36 | ![]() | 494 | N/A |
37 | ![]() | 488 | ![]() |
38 | ![]() | 479 | ![]() |
39 | ![]() | 472 | ![]() |
twoscore | ![]() | 452 | ![]() |
41 | ![]() | 450 | ![]() |
42 | ![]() | 446 | Due north/A |
43 | ![]() | 442 | ![]() |
44 | ![]() | 430 | ![]() |
45 | ![]() | 428 | ![]() |
46 | ![]() | 418 | ![]() |
47 | ![]() | 393 | Northward/A |
48 | ![]() | 358 | ![]() |
49 | ![]() | 330 | N/A |
fifty | ![]() | 320 | N/A |
Benchmarking participants | |||
– | ![]() | 612 | North/A |
– | ![]() | 549 | N/A |
– | ![]() | 547 | ![]() |
– | ![]() | 544 | ![]() |
– | ![]() | 525 | ![]() |
– | ![]() | 517 | N/A |
– | ![]() | 515 | ![]() |
– | ![]() | 501 | N/A |
– | ![]() | 480 | N/A |
– | ![]() | 414 | ![]() |
– | ![]() | 406 | N/A |
- ^ a b 5th course students
- ^ 4th grade students
- ^ tertiary grade students
Helpful pages [edit]
- "Listing of reading achievement scores by land - PIRLS 2016".
- "Trends in reading scores by country - PIRLS 2016".
- "Links to each state for their education organization, 4th grade curriculum, etc. - PIRLS 2016".
PIRLS 2011 [edit]
Combining newly developed reading assessment passages and questions for 2011 with a selection of secure cess passages and questions from 2001 and 2006, the report 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 iv years of schooling, provided that the mean age at the fourth dimension of testing was at least 9.5 years. In the 2011 cycle, prePIRLS (now known as PIRLS Literacy) was offered to assess bones reading skills as a bridge to PIRLS, for countries where most children are still developing fundamental reading skills at the end of the primary schoolhouse cycle.[11]
Rank | Country | Average scale score | Change over v years |
---|---|---|---|
1 | ![]() | 571 | ![]() |
2 | ![]() | 568 | ![]() |
2 | ![]() | 568 | Northward/A |
4 | ![]() | 567 | ![]() |
five | Northern Republic of ireland | 558 | Northward/A |
6 | ![]() | 556 | ![]() |
7 | ![]() | 554 | ![]() |
8 | ![]() | 553 | North/A |
eight | ![]() | 553 | ![]() |
10 | ![]() | 552 | N/A |
10 | ![]() | 552 | ![]() |
12 | ![]() | 548 | N/A |
thirteen | ![]() | 546 | ![]() |
xiv | ![]() | 545 | Due north/A |
xv | ![]() | 542 | ![]() |
16 | ![]() | 541 | ![]() |
sixteen | ![]() | 541 | ![]() |
sixteen | ![]() | 541 | ![]() |
sixteen | ![]() | 541 | Due north/A |
xx | ![]() | 539 | ![]() |
21 | ![]() | 535 | ![]() |
22 | ![]() | 532 | ![]() |
23 | ![]() | 531 | ![]() |
24 | ![]() | 530 | ![]() |
25 | ![]() | 529 | ![]() |
26 | ![]() | 528 | ![]() |
27 | ![]() | 527 | Due north/A |
28 | ![]() | 526 | ![]() |
29 | ![]() | 520 | ![]() |
xxx | ![]() | 513 | ![]() |
31 | ![]() | 507 | ![]() |
32 | ![]() | 506 | ![]() |
33 | ![]() | 502 | ![]() |
International boilerplate | 500 | ![]() | |
34 | ![]() | 488 | ![]() |
35 | ![]() | 477 | Northward/A |
36 | ![]() | 471 | ![]() |
37 | ![]() | 462 | Due north/A |
38 | ![]() | 457 | ![]() |
39 | ![]() | 448 | N/A |
40 | ![]() | 439 | North/A |
41 | ![]() | 430 | N/A |
42 | ![]() | 428 | ![]() |
43 | ![]() | 425 | ![]() |
44 | ![]() | 391 | Due north/A |
45 | ![]() | 310 | ![]() |
6th grade participants | |||
– | ![]() | 450 | N/A |
– | ![]() | 424 | N/A |
– | ![]() | 419 | North/A |
– | ![]() | 419 | N/A |
Benchmarking participants | |||
– | ![]() | 569 | N/A |
– | ![]() | 552 | ![]() |
– | ![]() | 548 | ![]() |
– | ![]() | 538 | ![]() |
– | ![]() | 515 | N/A |
– | ![]() | 476 | N/A |
– | ![]() | 457 | N/A |
– | ![]() | 424 | Due north/A |
– | ![]() | 421 | N/A |
- ^ a b c d 6th grade students
- ^ 5th course students
PIRLS 2006 [edit]
PIRLS 2006 assessed a range of reading comprehension strategies for 2 major reading purposes: literary and informational. The pupil test of reading comprehension addressed four processes:
- retrieval of explicitly stated information
- making straightforward inferences
- interpreting and integrating ideas and information
- test and evaluation of content, language, and textual elements.
PIRLS 2006 assessed students enrolled in the 4th grade.[12]
Rank | Country | Average scale score | Change over five years |
---|---|---|---|
i | ![]() | 565 | ![]() |
ii | ![]() | 564 | ![]() |
3 | ![]() | 560 | N/A |
iv | ![]() | 558 | ![]() |
4 | ![]() | 558 | N/A |
half-dozen | ![]() | 557 | N/A |
7 | ![]() | 555 | N/A |
viii | ![]() | 551 | ![]() |
8 | ![]() | 551 | N/A |
10 | ![]() | 549 | ![]() |
xi | ![]() | 548 | ![]() |
12 | ![]() | 547 | ![]() |
12 | ![]() | 547 | North/A |
12 | ![]() | 547 | ![]() |
xv | ![]() | 546 | N/A |
sixteen | ![]() | 542 | N/A |
17 | ![]() | 541 | ![]() |
eighteen | ![]() | 540 | ![]() |
nineteen | ![]() | 539 | ![]() |
20 | ![]() | 538 | N/A |
21 | ![]() | 537 | ![]() |
22 | ![]() | 535 | Northward/A |
23 | ![]() | 533 | Northward/A |
24 | ![]() | 532 | ![]() |
24 | ![]() | 532 | ![]() |
26 | ![]() | 527 | ![]() |
27 | ![]() | 522 | ![]() |
27 | ![]() | 522 | ![]() |
29 | ![]() | 519 | Northward/A |
30 | ![]() | 513 | N/A |
31 | ![]() | 512 | ![]() |
32 | ![]() | 511 | ![]() |
International average | 500 | ![]() | |
33 | ![]() | 500 | ![]() |
33 | ![]() | 500 | Northward/A |
35 | ![]() | 498 | ![]() |
36 | ![]() | 489 | ![]() |
37 | ![]() | 471 | N/A |
38 | ![]() | 442 | ![]() |
39 | ![]() | 436 | Due north/A |
xl | ![]() | 421 | N/A |
41 | ![]() | 405 | N/A |
42 | ![]() | 353 | N/A |
43 | ![]() | 330 | ![]() |
44 | ![]() | 323 | ![]() |
45 | ![]() | 302 | N/A |
PIRLS 2001 [edit]
The IEA Progress in International Reading Literacy Written report (PIRLS) 2001 was the commencement cycle of assessments to mensurate trends in children's reading literacy accomplishment, 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 function in the first cycle where students enrolled in the 4th course were assessed.[13]
Rank | Country | Average scale score |
---|---|---|
1 | ![]() | 561 |
2 | ![]() | 554 |
3 | ![]() | 553 |
4 | ![]() | 550 |
five | ![]() | 545 |
vi | ![]() | 544 |
7 | ![]() | 543 |
seven | ![]() | 543 |
9 | ![]() | 542 |
10 | ![]() | 541 |
11 | ![]() | 539 |
12 | ![]() | 537 |
thirteen | ![]() | 529 |
14 | ![]() | 528 |
14 | ![]() | 528 |
fourteen | ![]() | 528 |
14 | ![]() | 528 |
18 | ![]() | 525 |
19 | ![]() | 524 |
20 | ![]() | 518 |
21 | ![]() | 512 |
21 | ![]() | 512 |
23 | ![]() | 509 |
24 | ![]() | 502 |
International average | 500 | |
25 | ![]() | 499 |
26 | ![]() | 494 |
27 | ![]() | 492 |
28 | ![]() | 449 |
29 | ![]() | 442 |
30 | ![]() | 422 |
31 | ![]() | 420 |
32 | ![]() | 414 |
33 | ![]() | 396 |
34 | ![]() | 350 |
35 | ![]() | 327 |
- ^ Represented by Ontario (548) and Quebec (487)
United States results by race and ethnicity [edit]
Race | 2016[xiv] | 2011[xv] | 2006[16] | 2001[17] |
---|---|---|---|---|
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 |
Blackness | 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 examination and a background questionnaire. The PIRLS Reading Development Grouping (RDG) and National Enquiry Coordinators (NRCs) from the participating countries collaborate to develop the reading assessments. The cess focuses on 3 main areas of literacy: procedure 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 written report: reading for literary feel and reading to acquire and use data. Each student receives 80 minutes to consummate two passages and then time to complete the survey. In that location are a total of 8 passage. Four passages are for each purpose of reading. "With eight reading passages in total, but but 2 to be given to any ane educatee, passages and their accompanying items were assigned to pupil 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 unlike 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 form in about countries. To better match the assessment to the accomplishment level of students, countries have the option of administering PIRLS or PIRLS Literacy at the fifth or sixth form.
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, abode-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 data."
- Teachers—This questionnaire includes questions about "characteristics of the class tested, instructional activities for teaching reading, classroom resources, cess practices, and nearly their education, training, and opportunities for professional evolution."
- Schools—This questionnaire includes questions near "enrollment and schoolhouse characteristics, school organisation for reading instruction, school staffing and resources, habitation-school connections, and the school environment."[2]
Participating organizations [edit]
- International Association for the Evaluation of Educational Achievement|IEA]] with offices in Amsterdam and Hamburg
- International Report Center (ISC) at Boston College
- Statistics Canada
- Educational Testing Services in Princeton, NJ
- National Foundation for Educational Research in England and Wales (NFER) in the United kingdom of great britain and northern ireland
- Reading Development Group (RDG)
Participating countries [edit]
Land | Years |
---|---|
![]() | 2001, 2016[a] |
![]() | 2011, 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2016 |
![]() | 2001 |
![]() | 2006,[b] 2011,[c] 2016[b] |
![]() | 2011[d] |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001,[due east] 2006,[f] 2011, 2016 |
![]() | 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2001, 2011 |
![]() | 2011 |
![]() | 2006 |
![]() | 2001, 2011, 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001 |
![]() | 2011[d] |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006 |
![]() | 2006, 2011 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2016 |
![]() | 2001, 2006, 2011,[d] 2016 |
![]() | 2001, 2006, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2016 |
![]() | 2001, 2006 |
![]() | 2011, 2016 |
![]() | 2001, 2006 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
Northern Ireland | 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2001, 2006, 2011 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2011, 2016 |
![]() | 2001, 2006 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2006, 2011,[g] 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
![]() | 2006, 2011, 2016 |
![]() | 2001 |
![]() | 2011, 2016 |
![]() | 2001, 2006, 2011, 2016 |
- ^ every bit Buenos Aires (benchmarking merely)
- ^ a b French and Flemish separated
- ^ French only
- ^ a b c 6th grade merely
- ^ represented past Ontario and Quebec
- ^ equally Alberta, British Columbia, Nova Scotia, Ontario, and Quebec
- ^ English/Afrikaans (benchmarking only)
See also [edit]
- International Clan for the Evaluation of Educational Achievement
- Program for International Student Cess (PISA), an educational ranking among OECD nations
- Trends in International Mathematics and Science Written report (TIMSS)
Future studies [edit]
PIRLS 2016[one] is the fourth assessment in the current tendency series, following PIRLS 2001, 2006, and 2011. Participating countries include: Argentina (Buenos Aires), Australia, Austria, Azerbaijan, Bahrain, Belgium (Flemish), Kingdom of belgium (French), Republic of botswana, Bulgaria, Canada (with Ontario and Quebec equally benchmarking systems), Republic of chile, Taiwan, Czechia, Denmark, Egypt, England, Finland, France, Georgia, Germany, Hong Kong SAR, Republic of hungary, Islamic republic of iran, Ireland, Israel, Italy, Hashemite kingdom of jordan, Kazakhstan, Kuwait, Lithuania, Republic of malta, Morocco, Netherlands, New Zealand, Northern Ireland, Norway, Sultanate of oman, Poland, Portugal, Qatar, Russian Federation, Saudi Arabia, Singapore, Slovak Commonwealth, Slovenia, Southward Africa, Kingdom of spain (with Andalusia as a benchmarking organization), Sweden, Trinidad and Tobago, United Arab Emirates (with Abu Dhabi and Dubai as benchmarking systems), and The states. All of the countries, institutions, and agencies involved in successive PIRLS assessments have worked collaboratively in building the most comprehensive and innovative measure of reading comprehension possible, beginning in 2001 and improving with each cycle since then. PIRLS is directed by the TIMSS & PIRLS International Report Center at Boston Higher.[18]
PIRLS 2021[19] will be the 5th assessment, marking xx years of trends. Country enrollment opened in 2017.
References [edit]
- ^ a b c d "PIRLS. Progress in International Reading Literacy Study - IEA". www.iea.nl. Archived from the original on 2016-xi-21. Retrieved 2016-11-21 .
- ^ a b c "PIRLS 2001 International Written report, Appendix A" (PDF) . Retrieved 2018-08-10 .
- ^ "Monitoring Trends in Reading Literacy Achievement, 2016 PIRLS".
- ^ "Other IEA studies - IEA". www.iea.nl.
- ^ "Info" (PDF). www.iea.nl.
- ^ "PIRLS 2016".
- ^ "PIRLS 2016 International results in reading".
- ^ "Trends in reading results by country".
- ^ "2016 PIRLS Encyclopedia".
- ^ "PIRLS 2016 Educatee Accomplishment Overview".
- ^ "PIRLS 2011 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 26 May 2021. Retrieved 13 December 2021.
- ^ "PIRLS 2006 International Report, Affiliate 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 27 March 2016. Retrieved thirteen December 2021.
- ^ "PIRLS 2001 International Report, Chapter one" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 20 May 2019. Retrieved 13 December 2021.
- ^ "Reading Achievement of U.S. Quaternary-Grade Students in an International Context" (PDF).
{{cite web}}
: CS1 maint: url-condition (link) - ^ "PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)".
{{cite web}}
: CS1 maint: url-status (link) - ^ "The Reading Literacy of U.S. Fourth-Grade Students in an International Context" (PDF).
{{cite web}}
: CS1 maint: url-status (link) - ^ "International Comparisons in Quaternary-Course Reading Literacy" (PDF).
{{cite spider web}}
: CS1 maint: url-condition (link) - ^ "Intro" (PDF). timssandpirls.bc.edu. 2016.
- ^ "PIRLS - Next Bike - IEA". world wide web.iea.nl.
External links [edit]
- http://www.iea.nl/pirls-progress-international-reading-literacy-study
- http://www.pirls.org/
- http://nces.ed.gov/surveys/pirls/
- http://timss.bc.edu/pirls2001.html
- http://www.nfer.ac.uk/publications/other-publications/downloadable-reports/reading-all-over-the-earth-progress-in-international-reading-literacy-report.cfm
- http://timssandpirls.bc.edu/
- http://pirls2016.org/pirls/summary/ PIRLS Summary
- U.South. PIRLS and ePIRLS 2016 Technical Report and User's Guide, JULY 2019
Farther reading [edit]
- "Where the earth's fourth-graders read at the most advanced level, December 2017".
- "British Educational Research Periodical; Measuring Standards in Primary English: The Validity of Pirls: A Response to Mary Hilton; Chris Whetton, Liz Twist and Marian Sainsbury; 2007". JSTOR 30032803.
- "The limits of educational data; David Buckingham".
Source: https://en.wikipedia.org/wiki/Progress_in_International_Reading_Literacy_Study
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