% 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	13 points
2	Singapore	576	9 points
3	Hong Kong	569	2 points
iv	Ireland	567	xv points
v	Finland	566	2 points
6	Poland	565	39 points
6	Northern Ireland	565	7 points
8	Norway [a]	559	52 points
eight	Chinese Taipei	559	6 points
8	England	559	7 points
11	Latvia	558	N/A
12	Sweden	555	13 points
xiii	Hungary	554	fifteen points
14	Republic of bulgaria	552	20 points
15	Usa	549	vii points
xvi	Lithuania	548	xx points
16	Italy	548	seven points
18	Denmark	547	vii points
nineteen	Macau	546	N/A
twenty	Netherlands	545	ane betoken
21	Australia	544	17 points
22	Czechia	543	2 points
22	Canada	543	five points
24	Slovenia	542	12 points
25	Austria	541	12 points
26	Frg	537	iv points
27	Kazakhstan	536	North/A
28	Slovakia	535
29	Israel	530	11 points
xxx	Portugal	528	13 points
xxx	Spain	528	15 points
32	Belgium (Flemish)	525	N/A
33	New Zealand	523	viii points
34	France	511	nine points
International average		500
35	Belgium (French)	497	ix points
36	Chile	494	N/A
37	Georgia	488
38	Trinidad and Tobago	479	8 points
39	Azerbaijan	472	10 points
twoscore	Republic of malta	452	25 points
41	United Arab Emirates	450	11 points
42	Bahrain	446	Due north/A
43	Qatar	442	17 points
44	Saudi arabia	430
45	Islamic republic of iran	428	29 points
46	Oman	418	27 points
47	State of kuwait	393	Northward/A
48	Kingdom of morocco	358	48 points
49	Egypt	330	N/A
fifty	South Africa	320	N/A
Benchmarking participants
–	Moscow (Russia)	612	North/A
–	Madrid (Spain)	549	N/A
–	Quebec (Canada)	547	9 points
–	Ontario (Canada)	544	eight points
–	Andalusia (Spain)	525	x 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	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	vii points
2	Russia	568	3 points
2	Finland	568	Northward/A
4	Singapore	567	9 points
five	Northern Republic of ireland	558	Northward/A
6	United States	556	xvi points
7	Denmark	554	8 points
8	Croatia	553	North/A
eight	Chinese Taipei	553	eighteen points
10	Ireland	552	N/A
10	England	552	13 points
12	Canada	548	N/A
thirteen	Netherlands	546	1 point
xiv	Czechia	545	Due north/A
xv	Sweden	542	7 points
16	Italy	541	10 points
sixteen	Germany	541	seven points
sixteen	Israel	541	29 points
sixteen	Portugal	541	Due north/A
xx	Hungary	539	12 points
21	Slovakia	535	3 points
22	Bulgaria	532	15 points
23	New Zealand	531	i bespeak
24	Slovenia	530	8 points
25	Austria	529	9 points
26	Lithuania	528	9 points
27	Australia	527	Due north/A
28	Poland	526	7 points
29	France	520	2 points
xxx	Spain	513
31	Kingdom of norway	507	9 points
32	Belgium (French)	506	half-dozen points
33	Romania	502	13 points
International boilerplate		500
34	Georgia	488	17 points
35	Malta	477	Northward/A
36	Trinidad and Tobago	471	35 points
37	Republic of azerbaijan	462	Due north/A
38	Iran	457	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	23 points
43	Qatar	425	72 points
44	Oman	391	Due north/A
45	Morocco	310	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 (U.s.)	569	N/A
–	Ontario (Canada)	552	3 points
–	Alberta (Canada)	548	12 points
–	Quebec (Canada)	538	v points
–	Andalusia (Spain)	515	N/A
–	Dubai (United Arab Emirates)	476	N/A
–	Malta (Maltese)	457	N/A
–	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	37 points
ii	Hong Kong	564	36 points
3	Alberta (Canada)	560	N/A
iv	Singapore	558	30 points
4	British Columbia (Canada)	558	N/A
half-dozen	Luxembourg	557	N/A
7	Ontario (Canada)	555	N/A
viii	Italy	551	10 points
8	Republic of hungary	551	N/A
10	Sweden	549	12 points
xi	Germany	548	9 points
12	Netherlands	547	seven points
12	Belgium (Flemish)	547	North/A
12	Bulgaria	547	3 points
xv	Kingdom of denmark	546	N/A
sixteen	Nova Scotia (Canada)	542	N/A
17	Latvia	541	4 points
eighteen	United States	540	2 points
nineteen	England	539	xiv points
20	Republic of austria	538	N/A
21	Lithuania	537	vi points
22	Chinese Taipei	535	Northward/A
23	Quebec (Canada)	533	Northward/A
24	New Zealand	532	3 points
24	Slovakia	532	fifteen points
26	Scotland	527	ane point
27	France	522	three points
27	Slovenia	522	xx points
29	Poland	519	Northward/A
30	Spain	513	N/A
31	State of israel	512	3 points
32	Republic of iceland	511	1 point
International average		500
33	Moldova	500	viii points
33	Belgium (French)	500	Northward/A
35	Norway	498	i signal
36	Romania	489	23 points
37	Georgia	471	N/A
38	Macedonia	442
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	66 points
44	Kingdom of morocco	323	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".

rogersmendid.blogspot.com

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

Share this post