The Pirls Is the Main International Test of Reading Given to Students.

The IEA's Progress in International Reading Literacy Report (PIRLS)^[1] is an international study of reading (comprehension) achievement in 4th 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 measure children'southward reading literacy achievement, to provide a baseline for time to come studies of trends in accomplishment, and to gather information about children's home and school experiences in learning to read.^[2]

Over 60 countries and sub-national, benchmarking entities participated in PIRLS 2016.^[3]

History [edit]

PIRLS^[1] provides internationally comparative data on how well children read by assessing students' reading achievement. PIRLS collects considerable background data on how education systems provide educational opportunities to their students as well equally the factors that influence how students employ these opportunities. These background data include information most the post-obit: national curriculum policies in reading; how the pedagogy 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 Report, 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. By administering the test every v years, teaching systems are able to monitor their children's literacy achievement over fourth dimension. The electric current bike, PIRLS 2016, is the quaternary cycle of the IEA PIRLS. Like the previous PIRLS cycles (conducted in 2001, 2006, and 2011), the study will also collect extensive data nearly domicile supports for literacy, curriculum and curriculum implementation, instructional practices, and school resource in each participating land.^[i]

Cycles [edit]

PIRLS 2021 [edit]

PIRLS 2021 will be the 5th bike in the PIRLS framework. IEA's PIRLS volition continue to collect considerable background data 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. Tendency results across assessments allow countries to monitor the effectiveness of their educational systems in a global context, and PIRLS 2021 marks 20 years of trends.

PIRLS 2021 evolves farther 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 seamless digitally based endeavour. Countries may besides select from two levels of the PIRLS cess; providing students with an assessment experience meliorate suited to their reading abilities increases student motivation and provides more accurate cess data. All results will be reported on the aforementioned PIRLS accomplishment scale.

PIRLS 2021 thus offers three flexible options, enabling participants to select the assistants 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 assessment, which is equivalent to the original pen-and-newspaper PIRLS standard cess; and (iii) The paper-only version of the PIRLS assessment, taken together with the ePIRLS Online Informational assessment.^[5]

PIRLS 2016 [edit]

PIRLS 2016 was released on December five, 2017.^[6] Information technology likewise collects all-encompassing information about home supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating state. In this bike at that place were 2 additional initiatives: (1) the PIRLS Literacy assessment (earlier known as prePIRLS) is equivalent to PIRLS in scope and reflects the same formulation of reading as PIRLS. Its purpose is to extend the constructive measurement of reading literacy at the lower end of the achievement calibration. Countries whose fourth-grade students are all the same developing fundamental reading skills can participate in the PIRLS Literacy assessment and still take their results reported on the PIRLS accomplishment calibration. The reading passages and questions in mutual between the PIRLS Literacy and the PIRLS assessments will enable the two assessments to be linked, and their results to be compared. (ii) Initiated in 2016, ePIRLS is a computer-based reading assessment of students' ability to learn and use information when reading online. The cess encompasses an engaging, simulated cyberspace environment with authentic school-similar assignments about scientific discipline 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 accomplishment scales.

In terms of trends, the PIRLS results for student accomplishment by land 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 college reading achievement than boys in 48 of the 50 countries.^{[vii] [8]}

The 2016 PIRLS Encyclopedia has the Education Policy and Curriculum in Reading by state. It describes the structure of each education system, the reading curricula in the chief grades, and overall policies related to reading instruction.^[9]

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.^[10]

Rank	Country	Average scale score	Alter over 5 years
1	Russia	581	13 points
2	Singapore	576	9 points
3	Hong Kong	569	ii points
4	Ireland	567	xv points
5	Finland	566	2 points
6	Poland	565	39 points
six	Northern Ireland	565	7 points
8	Norway [a]	559	52 points
8	Chinese Taipei	559	6 points
viii	England	559	seven points
11	Latvia	558	Due north/A
12	Sweden	555	13 points
xiii	Republic of hungary	554	15 points
14	Bulgaria	552	xx points
fifteen	U.s.	549	7 points
16	Republic of lithuania	548	20 points
xvi	Italy	548	7 points
xviii	Denmark	547	vii points
19	Macau	546	N/A
20	Netherlands	545	one indicate
21	Commonwealth of australia	544	17 points
22	Czechia	543	2 points
22	Canada	543	5 points
24	Slovenia	542	12 points
25	Austria	541	12 points
26	Frg	537	iv points
27	Kazakhstan	536	Due north/A
28	Slovakia	535
29	Israel	530	eleven points
xxx	Portugal	528	13 points
30	Espana	528	15 points
32	Belgium (Flemish)	525	Northward/A
33	New Zealand	523	8 points
34	France	511	9 points
International average		500
35	Belgium (French)	497	nine points
36	Chile	494	North/A
37	Georgia	488
38	Trinidad and Tobago	479	8 points
39	Azerbaijan	472	x points
40	Malta	452	25 points
41	United Arab Emirates	450	11 points
42	Bahrain	446	North/A
43	Qatar	442	17 points
44	Kingdom of 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	North/A
–	Quebec (Canada)	547	ix points
–	Ontario (Canada)	544	viii points
–	Andalusia (Espana)	525	ten points
–	Norway [b]	517	N/A
–	Dubai (United Arab Emirates)	515	39 points
–	Denmark [c]	501	N/A
–	Buenos Aires (Argentina)	480	North/A
–	Abu Dhabi (United Arab Emirates)	414	x points
–	South Africa (English/Afrikaans/Zulu)[a]	406	North/A

1. ^ ^{a b} fifth grade students
2. ^ 4th class students
3. ^ 3rd course students

Helpful pages [edit]

• "Listing of reading achievement scores by land - PIRLS 2016".
• "Trends in reading scores past state - PIRLS 2016".
• "Links to each country for their instruction system, quaternary form curriculum, etc. - PIRLS 2016".

PIRLS 2011 [edit]

Combining newly developed reading cess 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-fine 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 fourth dimension of testing was at least 9.5 years. In the 2011 cycle, prePIRLS (now known every bit PIRLS Literacy) was offered to assess basic reading skills equally a span to PIRLS, for countries where about children are still developing fundamental reading skills at the end of the master school cycle.^[eleven]

Rank	State	Boilerplate scale score	Change over 5 years
1	Hong Kong	571	7 points
2	Russia	568	3 points
two	Finland	568	North/A
4	Singapore	567	ix points
five	Northern Republic of ireland	558	N/A
half dozen	The 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
ten	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
xvi	Portugal	541	N/A
twenty	Hungary	539	12 points
21	Slovakia	535	3 points
22	Bulgaria	532	15 points
23	New Zealand	531	1 betoken
24	Slovenia	530	8 points
25	Austria	529	9 points
26	Lithuania	528	9 points
27	Commonwealth of australia	527	Northward/A
28	Poland	526	7 points
29	France	520	2 points
30	Spain	513
31	Kingdom of norway	507	9 points
32	Kingdom of belgium (French)	506	half-dozen points
33	Romania	502	13 points
International average		500
34	Georgia	488	17 points
35	Republic of malta	477	N/A
36	Trinidad and Tobago	471	35 points
37	Republic of azerbaijan	462	N/A
38	Islamic republic of iran	457	36 points
39	Colombia	448	N/A
xl	United Arab Emirates	439	Due north/A
41	Saudi Arabia	430	N/A
42	Indonesia	428	23 points
43	Qatar	425	72 points
44	Oman	391	Northward/A
45	Morocco	310	13 points
6th grade participants
–	Honduras [a]	450	Due north/A
–	Morocco [a]	424	North/A
–	Kuwait [a]	419	Due north/A
–	Botswana [a]	419	North/A
Benchmarking participants
–	Florida (United states of america)	569	Due north/A
–	Ontario (Canada)	552	3 points
–	Alberta (Canada)	548	12 points
–	Quebec (Canada)	538	5 points
–	Andalusia (Espana)	515	N/A
–	Dubai (United Arab Emirates)	476	Northward/A
–	Republic of malta (Maltese)	457	Due north/A
–	Abu Dhabi (United Arab Emirates)	424	N/A
–	South Africa (English/Afrikaans) [b]	421	Northward/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 data
• making straightforward inferences
• interpreting and integrating ideas and information
• exam and evaluation of content, language, and textual elements.

PIRLS 2006 assessed students enrolled in the 4th course.^[12]

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
four	British Columbia (Canada)	558	N/A
half-dozen	Grand duchy of luxembourg	557	North/A
7	Ontario (Canada)	555	N/A
8	Italia	551	10 points
8	Republic of hungary	551	Northward/A
10	Sweden	549	12 points
eleven	Germany	548	9 points
12	Netherlands	547	7 points
12	Belgium (Flemish)	547	Due north/A
12	Bulgaria	547	3 points
15	Denmark	546	N/A
16	Nova Scotia (Canada)	542	N/A
17	Latvia	541	4 points
eighteen	United States	540	two points
19	England	539	14 points
20	Austria	538	Due north/A
21	Lithuania	537	6 points
22	Chinese Taipei	535	North/A
23	Quebec (Canada)	533	N/A
24	New Zealand	532	3 points
24	Slovakia	532	15 points
26	Scotland	527	1 point
27	French republic	522	3 points
27	Slovenia	522	20 points
29	Poland	519	N/A
30	Spain	513	N/A
31	Israel	512	iii points
32	Iceland	511	ane indicate
International average		500
33	Moldova	500	8 points
33	Kingdom of belgium (French)	500	Northward/A
35	Kingdom of 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	Due north/A
41	Indonesia	405	N/A
42	Qatar	353	N/A
43	State of 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'south reading literacy achievement, and policy and practices related to literacy. The written report examined three aspects of reading literacy: processes of comprehension, purposes for reading, and reading literacy behavior and attitudes. 35 countries took role in the showtime cycle where students enrolled in the fourth class were assessed.^[13]

Rank	Country	Average calibration score
ane	Sweden	561
ii	Netherlands	554
3	England	553
4	Republic of bulgaria	550
v	Latvia	545
vi	Canada [a]	544
7	Lithuania	543
seven	Hungary	543
9	Usa	542
10	Italy	541
11	Federal republic of germany	539
12	Czech republic	537
13	New Zealand	529
14	Scotland	528
14	Singapore	528
fourteen	Russia	528
14	Hong Kong	528
xviii	France	525
19	Greece	524
twenty	Slovakia	518
21	Republic of 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	Colombia	422
31	Argentina	420
32	Islamic republic of 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[xiv]	2011[15]	2006[16]	2001[17]
	Score	Score	Score	Score
Asian	591	588	567	551
Multiracial	—	578	—	—
White	571	575	560	565
United states 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 chief survey that consists of a written reading comprehension test and a background questionnaire. The PIRLS Reading Evolution Group (RDG) and National Research Coordinators (NRCs) from the participating countries collaborate to develop the reading assessments. The cess 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 larn and use information. Each pupil receives fourscore minutes to consummate ii passages and then fourth dimension to complete the survey. At that place are a total of 8 passage. 4 passages are for each purpose of reading. "With eight reading passages in total, merely just two to be given to any one student, passages and their accompanying items were assigned to student exam booklets according to a matrix sampling programme. The eight passages were distributed beyond 10 booklets, two per booklet, so that passages were paired together in a booklet in equally many different ways every bit possible."^[2] The PIRLS target population is the form that represents four years of schooling, counting from the first year of ISCED Level i, which corresponds to the fourth grade in most countries. To better match the assessment to the achievement level of students, countries accept the pick of administering PIRLS or PIRLS Literacy at the fifth or sixth grade.

Groundwork questionnaire [edit]

Given to:

• Home/parents—This questionnaire includes questions well-nigh "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, reckoner 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, assessment practices, and about their education, training, and opportunities for professional development."
• Schools—This questionnaire includes questions nearly "enrollment and schoolhouse characteristics, school system for reading instruction, school staffing and resource, dwelling house-schoolhouse 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 Study Centre (ISC) at Boston College
• Statistics Canada
• Educational Testing Services in Princeton, NJ
• National Foundation for Educational Research in England and Wales (NFER) in the Great britain
• Reading Evolution Group (RDG)

Participating countries [edit]

Land	Years
Argentine republic	2001, 2016[a]
Australia	2011, 2016
Austria	2006, 2011, 2016
Azerbaijan	2011, 2016
Bahrain	2016
Belize	2001
Belgium	2006,[b] 2011,[c] 2016[b]
Botswana	2011[d]
Republic of bulgaria	2001, 2006, 2011, 2016
Canada	2001,[e] 2006,[f] 2011, 2016
Chile	2016
Chinese Taipei	2006, 2011, 2016
Republic of 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
French republic	2001, 2006, 2011, 2016
Georgia	2006, 2011, 2016
Deutschland	2001, 2006, 2011, 2016
Hellenic republic	2001
Honduras	2011[d]
Hong Kong	2001, 2006, 2011, 2016
Hungary	2001, 2006, 2011, 2016
Iceland	2001, 2006
Indonesia	2006, 2011
Iran	2001, 2006, 2011, 2016
Ireland	2011, 2016
Israel	2001, 2006, 2011, 2016
Italy	2001, 2006, 2011, 2016
Kazakhstan	2016
State of kuwait	2001, 2006, 2011,[d] 2016
Latvia	2001, 2006, 2016
Lithuania	2001, 2006, 2011, 2016
Macau	2016
Republic of macedonia	2001, 2006
Republic of 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
Kingdom of saudi arabia	2011, 2016
Scotland	2001, 2006
Singapore	2001, 2006, 2011, 2016
Slovakia	2001, 2006, 2011, 2016
Slovenia	2001, 2006, 2011, 2016
South Africa	2006, 2011,[1000] 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. ^ as Buenos Aires (benchmarking only)
2. ^ ^{a b} French and Flemish separated
3. ^ French only
4. ^ ^{a b c} 6th grade merely
5. ^ represented by Ontario and Quebec
6. ^ as Alberta, British Columbia, Nova Scotia, Ontario, and Quebec
7. ^ English language/Afrikaans (benchmarking only)

Come across also [edit]

• International Clan for the Evaluation of Educational Achievement
• Plan for International Student Assessment (PISA), an educational ranking amongst OECD nations
• Trends in International Mathematics and Science Study (TIMSS)

Future studies [edit]

PIRLS 2016^[1] is the quaternary assessment in the current trend serial, post-obit PIRLS 2001, 2006, and 2011. Participating countries include: Argentina (Buenos Aires), Commonwealth of australia, Austria, Azerbaijan, Bahrain, Kingdom of belgium (Flemish), Belgium (French), Botswana, Bulgaria, Canada (with Ontario and Quebec as benchmarking systems), Republic of chile, Taiwan, Czech Democracy, Denmark, Egypt, England, Finland, France, Georgia, Frg, Hong Kong SAR, Hungary, Islamic republic of iran, Ireland, State of israel, Italy, Jordan, Kazakhstan, State of kuwait, Republic of lithuania, Republic of malta, Morocco, Netherlands, New Zealand, Northern Ireland, Norway, Oman, Poland, Portugal, Qatar, Russian Federation, Saudi arabia, Singapore, Slovak Republic, Slovenia, South Africa, Spain (with Andalusia equally a benchmarking system), Sweden, Trinidad and Tobago, United Arab Emirates (with Abu Dhabi and Dubai every bit benchmarking systems), and U.s.. All of the countries, institutions, and agencies involved in successive PIRLS assessments have worked collaboratively in edifice the well-nigh comprehensive and innovative measure of reading comprehension possible, first in 2001 and improving with each bike since then. PIRLS is directed by the TIMSS & PIRLS International Report Center at Boston Higher.^[18]

PIRLS 2021^[19] will be the fifth assessment, marker 20 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 2016-11-21. 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 Pupil Achievement Overview".
11. ^ "PIRLS 2011 International Study, Affiliate 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 26 May 2021. Retrieved 13 Dec 2021.
12. ^ "PIRLS 2006 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 27 March 2016. Retrieved 13 Dec 2021.
13. ^ "PIRLS 2001 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 20 May 2019. Retrieved xiii December 2021.
14. ^ "Reading Achievement of U.Southward. Fourth-Form Students in an International Context" (PDF). {{cite spider web}}: CS1 maint: url-status (link)
15. ^ "PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)". {{cite web}}: CS1 maint: url-status (link)
16. ^ "The Reading Literacy of U.S. Fourth-Course Students in an International Context" (PDF). {{cite web}}: CS1 maint: url-status (link)
17. ^ "International Comparisons in Fourth-Class Reading Literacy" (PDF). {{cite web}}: CS1 maint: url-status (link)
18. ^ "Intro" (PDF). timssandpirls.bc.edu. 2016.
19. ^ "PIRLS - Next Cycle - IEA". www.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.britain/publications/other-publications/downloadable-reports/reading-all-over-the-world-progress-in-international-reading-literacy-report.cfm
• http://timssandpirls.bc.edu/
• http://pirls2016.org/pirls/summary/ PIRLS Summary
• U.Southward. PIRLS and ePIRLS 2016 Technical Study and User'south Guide, JULY 2019

Further reading [edit]

• "Where the globe's quaternary-graders read at the most avant-garde level, Dec 2017".
• "British Educational Inquiry 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".

The Pirls Is the Main International Test of Reading Given to Students.

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

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