% 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 Russia 581 Increase 13 points
2 Singapore 576 Increase 9 points
3 Hong Kong 569 Decrease 2 points
iv Ireland 567 Increase xv points
v Finland 566 Decrease 2 points
6 Poland 565 Increase 39 points
6 Northern Ireland 565 Increase 7 points
8 Norway [a] 559 Increase 52 points
eight Chinese Taipei 559 Increase 6 points
8 England 559 Increase 7 points
11 Latvia 558 N/A
12 Sweden 555 Increase 13 points
xiii Hungary 554 Increase fifteen points
14 Republic of bulgaria 552 Increase 20 points
15 Usa 549 Decrease vii points
xvi Lithuania 548 Increase xx points
16 Italy 548 Increase seven points
18 Denmark 547 Decrease vii points
nineteen Macau 546 N/A
twenty Netherlands 545 Decrease ane betoken
21 Australia 544 Increase 17 points
22 Czechia 543 Decrease 2 points
22 Canada 543 Decrease five points
24 Slovenia 542 Increase 12 points
25 Austria 541 Increase 12 points
26 Frg 537 Decrease iv points
27 Kazakhstan 536 North/A
28 Slovakia 535 Steady
29 Israel 530 Decrease 11 points
xxx Portugal 528 Decrease 13 points
xxx Spain 528 Increase 15 points
32 Belgium (Flemish) 525 N/A
33 New Zealand 523 Decrease viii points
34 France 511 Decrease nine points
International average 500 Steady
35 Belgium (French) 497 Decrease ix points
36 Chile 494 N/A
37 Georgia 488 Steady
38 Trinidad and Tobago 479 Increase 8 points
39 Azerbaijan 472 Increase 10 points
twoscore Republic of malta 452 Decrease 25 points
41 United Arab Emirates 450 Increase 11 points
42 Bahrain 446 Due north/A
43 Qatar 442 Increase 17 points
44 Saudi arabia 430 Steady
45 Islamic republic of iran 428 Decrease 29 points
46 Oman 418 Increase 27 points
47 State of kuwait 393 Northward/A
48 Kingdom of morocco 358 Increase 48 points
49 Egypt 330 N/A
fifty South Africa 320 N/A
Benchmarking participants
Moscow Moscow (Russia) 612 North/A
Community of Madrid Madrid (Spain) 549 N/A
Quebec Quebec (Canada) 547 Increase 9 points
Ontario Ontario (Canada) 544 Decrease eight points
Andalusia Andalusia (Spain) 525 Increase x points
Norway [b] 517 N/A
Emirate of Dubai Dubai (United Arab Emirates) 515 Increase 39 points
Denmark [c] 501 N/A
Buenos Aires Buenos Aires (Argentina) 480 N/A
Emirate of Abu Dhabi Abu Dhabi (United Arab Emirates) 414 Decrease x points
South Africa (English/Afrikaans/Zulu)[a] 406 N/A
  1. ^ a b 5th course students
  2. ^ 4th grade students
  3. ^ 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 Hong Kong 571 Increase vii points
2 Russia 568 Increase 3 points
2 Finland 568 Northward/A
4 Singapore 567 Increase 9 points
five Northern Republic of ireland 558 Northward/A
6 United States 556 Increase xvi points
7 Denmark 554 Increase 8 points
8 Croatia 553 North/A
eight Chinese Taipei 553 Increase eighteen points
10 Ireland 552 N/A
10 England 552 Increase 13 points
12 Canada 548 N/A
thirteen Netherlands 546 Decrease 1 point
xiv Czechia 545 Due north/A
xv Sweden 542 Decrease 7 points
16 Italy 541 Decrease 10 points
sixteen Germany 541 Decrease seven points
sixteen Israel 541 Increase 29 points
sixteen Portugal 541 Due north/A
xx Hungary 539 Decrease 12 points
21 Slovakia 535 Increase 3 points
22 Bulgaria 532 Decrease 15 points
23 New Zealand 531 Decrease i bespeak
24 Slovenia 530 Increase 8 points
25 Austria 529 Decrease 9 points
26 Lithuania 528 Decrease 9 points
27 Australia 527 Due north/A
28 Poland 526 Increase 7 points
29 France 520 Decrease 2 points
xxx Spain 513 Steady
31 Kingdom of norway 507 Increase 9 points
32 Belgium (French) 506 Increase half-dozen points
33 Romania 502 Increase 13 points
International boilerplate 500 Steady
34 Georgia 488 Increase 17 points
35 Malta 477 Northward/A
36 Trinidad and Tobago 471 Increase 35 points
37 Republic of azerbaijan 462 Due north/A
38 Iran 457 Increase 36 points
39 Republic of colombia 448 N/A
40 United Arab Emirates 439 North/A
41 Saudi Arabia 430 N/A
42 Indonesia 428 Increase 23 points
43 Qatar 425 Increase 72 points
44 Oman 391 Due north/A
45 Morocco 310 Decrease xiii points
6th grade participants
Honduras [a] 450 N/A
Morocco [a] 424 N/A
Kuwait [a] 419 North/A
Botswana [a] 419 N/A
Benchmarking participants
Florida Florida (U.s.) 569 N/A
Ontario Ontario (Canada) 552 Decrease 3 points
Alberta Alberta (Canada) 548 Decrease 12 points
Quebec Quebec (Canada) 538 Increase v points
Andalusia Andalusia (Spain) 515 N/A
Emirate of Dubai Dubai (United Arab Emirates) 476 N/A
Malta (Maltese) 457 N/A
Emirate of Abu Dhabi Abu Dhabi (United Arab Emirates) 424 Due north/A
South Africa (English/Afrikaans) [b] 421 N/A
  1. ^ a b c d 6th grade students
  2. ^ 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 Russian federation 565 Increase 37 points
ii Hong Kong 564 Increase 36 points
3 Alberta Alberta (Canada) 560 N/A
iv Singapore 558 Increase 30 points
4 British Columbia British Columbia (Canada) 558 N/A
half-dozen Luxembourg 557 N/A
7 Ontario Ontario (Canada) 555 N/A
viii Italy 551 Increase 10 points
8 Republic of hungary 551 N/A
10 Sweden 549 Decrease 12 points
xi Germany 548 Increase 9 points
12 Netherlands 547 Decrease seven points
12 Belgium (Flemish) 547 North/A
12 Bulgaria 547 Decrease 3 points
xv Kingdom of denmark 546 N/A
sixteen Nova Scotia Nova Scotia (Canada) 542 N/A
17 Latvia 541 Decrease 4 points
eighteen United States 540 Decrease 2 points
nineteen England 539 Decrease xiv points
20 Republic of austria 538 N/A
21 Lithuania 537 Decrease vi points
22 Chinese Taipei 535 Northward/A
23 Quebec Quebec (Canada) 533 Northward/A
24 New Zealand 532 Increase 3 points
24 Slovakia 532 Increase fifteen points
26 Scotland 527 Decrease ane point
27 France 522 Decrease three points
27 Slovenia 522 Increase xx points
29 Poland 519 Northward/A
30 Spain 513 N/A
31 State of israel 512 Increase 3 points
32 Republic of iceland 511 Decrease 1 point
International average 500 Steady
33 Moldova 500 Increase viii points
33 Belgium (French) 500 Northward/A
35 Norway 498 Decrease i signal
36 Romania 489 Decrease 23 points
37 Georgia 471 N/A
38 Macedonia 442 Steady
39 Trinidad and Tobago 436 Due north/A
xl Iran 421 N/A
41 Indonesia 405 N/A
42 Qatar 353 N/A
43 Kuwait 330 Decrease 66 points
44 Kingdom of morocco 323 Decrease 27 points
45 South Africa 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 Sweden 561
2 Netherlands 554
3 England 553
4 Bulgaria 550
five Latvia 545
vi Canada [a] 544
7 Republic of lithuania 543
seven Hungary 543
9 United states of america 542
10 Italy 541
11 Germany 539
12 Czech republic 537
thirteen New Zealand 529
14 Scotland 528
14 Singapore 528
fourteen 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 Macedonia 442
30 Republic of colombia 422
31 Argentina 420
32 Iran 414
33 State of 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[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
Argentina 2001, 2016[a]
Commonwealth of australia 2011, 2016
Austria 2006, 2011, 2016
Republic of azerbaijan 2011, 2016
Bahrain 2016
Belize 2001
Belgium 2006,[b] 2011,[c] 2016[b]
Botswana 2011[d]
Bulgaria 2001, 2006, 2011, 2016
Canada 2001,[due east] 2006,[f] 2011, 2016
Republic of chile 2016
Chinese Taipei 2006, 2011, 2016
Colombia 2001, 2011
Croatia 2011
Cyprus 2006
Czech republic 2001, 2011, 2016
Denmark 2006, 2011, 2016
Egypt 2016
England 2001, 2006, 2011, 2016
Finland 2011, 2016
France 2001, 2006, 2011, 2016
Georgia 2006, 2011, 2016
Germany 2001, 2006, 2011, 2016
Greece 2001
Honduras 2011[d]
Hong Kong 2001, 2006, 2011, 2016
Hungary 2001, 2006, 2011, 2016
Republic of iceland 2001, 2006
Indonesia 2006, 2011
Iran 2001, 2006, 2011, 2016
Republic of ireland 2011, 2016
Israel 2001, 2006, 2011, 2016
Italy 2001, 2006, 2011, 2016
Kazakhstan 2016
Kuwait 2001, 2006, 2011,[d] 2016
Latvia 2001, 2006, 2016
Republic of lithuania 2001, 2006, 2011, 2016
Macau 2016
Macedonia 2001, 2006
Malta 2011, 2016
Moldova 2001, 2006
Morocco 2001, 2006, 2011, 2016
Netherlands 2001, 2006, 2011, 2016
New Zealand 2001, 2006, 2011, 2016
Northern Ireland 2011, 2016
Norway 2001, 2006, 2011, 2016
Oman 2011, 2016
Portugal 2011, 2016
Qatar 2006, 2011, 2016
Romania 2001, 2006, 2011
Russia 2001, 2006, 2011, 2016
Saudi Arabia 2011, 2016
Scotland 2001, 2006
Singapore 2001, 2006, 2011, 2016
Slovakia 2001, 2006, 2011, 2016
Slovenia 2001, 2006, 2011, 2016
Due south Africa 2006, 2011,[g] 2016
Spain 2006, 2011, 2016
Sweden 2001, 2006, 2011, 2016
Trinidad and Tobago 2006, 2011, 2016
Turkey 2001
United Arab Emirates 2011, 2016
United States 2001, 2006, 2011, 2016
  1. ^ every bit Buenos Aires (benchmarking merely)
  2. ^ a b French and Flemish separated
  3. ^ French only
  4. ^ a b c 6th grade merely
  5. ^ represented past Ontario and Quebec
  6. ^ equally Alberta, British Columbia, Nova Scotia, Ontario, and Quebec
  7. ^ 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]

  1. ^ 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 .
  2. ^ a b c "PIRLS 2001 International Written report, Appendix A" (PDF) . Retrieved 2018-08-10 .
  3. ^ "Monitoring Trends in Reading Literacy Achievement, 2016 PIRLS".
  4. ^ "Other IEA studies - IEA". www.iea.nl.
  5. ^ "Info" (PDF). www.iea.nl.
  6. ^ "PIRLS 2016".
  7. ^ "PIRLS 2016 International results in reading".
  8. ^ "Trends in reading results by country".
  9. ^ "2016 PIRLS Encyclopedia".
  10. ^ "PIRLS 2016 Educatee Accomplishment Overview".
  11. ^ "PIRLS 2011 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 26 May 2021. Retrieved 13 December 2021.
  12. ^ "PIRLS 2006 International Report, Affiliate 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 27 March 2016. Retrieved thirteen December 2021.
  13. ^ "PIRLS 2001 International Report, Chapter one" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 20 May 2019. Retrieved 13 December 2021.
  14. ^ "Reading Achievement of U.S. Quaternary-Grade Students in an International Context" (PDF). {{cite web}}: CS1 maint: url-condition (link)
  15. ^ "PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)". {{cite web}}: CS1 maint: url-status (link)
  16. ^ "The Reading Literacy of U.S. Fourth-Grade Students in an International Context" (PDF). {{cite web}}: CS1 maint: url-status (link)
  17. ^ "International Comparisons in Quaternary-Course Reading Literacy" (PDF). {{cite spider web}}: CS1 maint: url-condition (link)
  18. ^ "Intro" (PDF). timssandpirls.bc.edu. 2016.
  19. ^ "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".

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Source: https://en.wikipedia.org/wiki/Progress_in_International_Reading_Literacy_Study

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