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122 chapter 3: literacy-related activities in the home Because literacy resources are dependent to a large extent on economic considerations, Exhibits 3.6 and 3.7 present information on parents’ employment situations and occupational level. As shown in Exhibit 3.6, about one third of students (36%), on average across countries, were from homes where both parents were working full time for pay, about half (47%) from homes where one (but not both) was working full time, and just 7 percent from homes where both parents were working less than full time. Almost one tenth (9%) were from homes with other situations. Internationally on average, reading achievement was highest among students from homes where both parents were working full time for pay and lowest where both were working less than full time. However, for a number of participants, average achievement was similar between both or either parent working full time for pay, or even higher for only one parent working (Luxembourg, the Netherlands, Germany, and the Canadian province of Alberta). As shown in Exhibit 3.7, parents’ responses to a question about the kinds of work they did for their main job were grouped into seven categories: professional, small business owner, clerical, skilled worker, general laborer, never worked outside the home for pay, and not applicable. Students were assigned to the highest occupational category of either parent, taking professional as the highest category and never worked outside the home for pay as the lowest. On average across countries, 35 percent of students had at least one parent in a professional occupation, although the percentage varied widely from country to country. Highest percentages (50% or more) were reported in Denmark, Iceland, Kuwait, New Zealand, Norway, Scotland, Sweden, and the Canadian provinces (Alberta, British Columbia, Nova Scotia, Ontario, and Quebec). Average student reading achievement was highest for students with a parent in a professional occupation (533 points) and lowest for students whose parents reported never working outside the home for pay (409 points).
chapter 3: literacy-related activities in the home Exhibit Exhibit 3.6 3.6: Parents’ Employment Situations Countries Both Working Full Time For Pay Percent of Students Average Achievement Either Working Full Time For Pay Percent of Students Average Achievement Both Less than Full Time For Pay Percent of Students Average Achievement Other Situations Percent of Students 123 Average Achievement Austria 23 (0.8) 543 (2.8) 71 (1.0) 543 (2.2) 2 (0.3) ~ ~ 4 (0.4) 517 (6.2) Belgium (Flemish) 36 (1.2) 551 (2.1) 54 (1.2) 553 (2.2) 1 (0.2) ~ ~ 8 (0.5) 527 (4.4) Belgium (French) r 34 (1.1) 518 (2.7) 54 (1.1) 504 (2.8) 5 (0.4) 472 (6.9) 7 (0.5) 474 (6.0) Bulgaria 50 (1.6) 569 (3.6) 30 (1.1) 541 (5.1) 15 (1.4) 514 (8.3) 5 (0.7) 542 (10.4) Canada, Alberta r 40 (1.3) 560 (2.8) 55 (1.3) 571 (2.9) 1 (0.2) ~ ~ 4 (0.4) 550 (9.4) Canada, British Columbia r 39 (1.0) 560 (3.4) 54 (0.9) 568 (3.0) 2 (0.3) ~ ~ 5 (0.5) 550 (8.9) Canada, Nova Scotia 48 (0.9) 550 (2.6) 46 (0.9) 547 (2.8) 2 (0.2) ~ ~ 4 (0.5) 511 (6.7) Canada, Ontario 51 (1.3) 560 (3.0) 44 (1.3) 561 (3.6) 1 (0.2) ~ ~ 4 (0.5) 521 (9.6) Canada, Quebec 54 (1.4) 539 (3.4) 40 (1.2) 537 (3.2) 2 (0.3) ~ ~ 4 (0.5) 500 (7.2) Chinese Taipei 49 (0.8) 546 (2.2) 34 (0.8) 539 (2.9) 5 (0.3) 519 (6.2) 12 (0.6) 516 (3.0) Denmark 60 (1.2) 552 (2.6) 33 (1.1) 549 (2.9) 1 (0.1) ~ ~ 6 (0.5) 524 (6.3) England x x x x x x x x x x x x x x x x France r 40 (1.2) 537 (2.1) 51 (1.0) 525 (2.4) 3 (0.3) 498 (8.5) 6 (0.5) 499 (6.4) Georgia r 13 (0.9) 494 (5.3) 37 (1.5) 484 (4.0) 36 (1.7) 463 (5.3) 14 (1.4) 469 (6.9) Germany r 12 (0.6) 547 (3.6) 77 (1.0) 559 (2.6) 4 (0.4) 535 (6.4) 6 (0.5) 540 (5.3) Hong Kong SAR 38 (1.1) 570 (2.4) 50 (1.0) 565 (2.6) 4 (0.4) 550 (5.6) 8 (0.6) 557 (4.5) Hungary r 52 (1.3) 567 (3.0) 38 (1.1) 555 (3.3) 4 (0.6) 493 (10.7) 7 (0.6) 525 (7.6) Iceland r 53 (0.9) 521 (1.9) 44 (0.9) 513 (2.0) 1 (0.2) ~ ~ 2 (0.2) ~ ~ Indonesia s 19 (1.5) 413 (6.0) 50 (1.8) 409 (5.2) 20 (1.8) 404 (6.6) 12 (1.5) 393 (9.5) Iran, Islamic Rep. of s 8 (0.8) 460 (9.0) 53 (1.9) 436 (4.1) 9 (1.0) 415 (13.1) 29 (1.5) 406 (5.3) Israel s 44 (1.6) 562 (3.4) 42 (1.4) 527 (4.5) 5 (0.6) 466 (9.7) 9 (0.7) 482 (9.4) Italy 31 (0.9) 564 (3.6) 56 (1.0) 553 (3.1) 4 (0.5) 549 (7.2) 10 (0.7) 552 (4.8) Kuwait s 27 (1.1) 362 (4.8) 49 (1.2) 331 (5.3) 7 (0.6) 352 (12.4) 17 (0.8) 323 (7.0) Latvia 51 (1.0) 549 (2.6) 39 (0.9) 541 (3.1) 3 (0.5) 522 (15.1) 8 (0.5) 534 (5.5) Lithuania 49 (1.1) 548 (2.0) 35 (0.8) 537 (2.3) 4 (0.3) 515 (5.4) 13 (0.7) 523 (4.2) Luxembourg r 21 (0.6) 548 (2.4) 70 (0.7) 568 (1.6) 2 (0.2) ~ ~ 6 (0.3) 551 (3.9) Macedonia, Rep. of r 24 (1.1) 496 (5.6) 38 (1.0) 451 (5.0) 29 (1.2) 445 (5.3) 9 (0.7) 444 (8.0) Moldova, Rep. of r 21 (1.1) 514 (4.4) 30 (1.2) 507 (4.8) 36 (1.6) 487 (4.5) 13 (1.1) 504 (5.2) Morocco s 11 (1.2) 363 (16.0) 60 (1.7) 341 (5.4) 5 (1.1) 260 (15.9) 24 (1.4) 315 (10.0) Netherlands s 5 (0.4) 547 (5.1) 82 (1.0) 557 (1.7) 6 (0.7) 571 (5.9) 8 (0.6) 545 (5.4) New Zealand s 29 (1.0) 549 (2.9) 62 (1.1) 555 (2.3) 2 (0.2) ~ ~ 7 (0.5) 527 (8.3) Norway 51 (1.2) 505 (2.9) 44 (1.4) 499 (3.9) 1 (0.2) ~ ~ 4 (0.5) 465 (8.8) Poland 48 (1.3) 535 (2.8) 42 (1.1) 515 (3.0) 7 (0.5) 501 (5.4) 4 (0.4) 490 (7.8) Qatar s 20 (0.6) 381 (4.1) 49 (0.8) 365 (2.6) 14 (0.5) 357 (4.0) 16 (0.6) 337 (3.7) Romania 38 (1.8) 523 (3.9) 33 (1.3) 496 (5.2) 9 (1.2) 445 (12.7) 20 (1.7) 460 (8.1) Russian Federation 48 (1.0) 575 (3.2) 40 (0.9) 565 (4.0) 5 (0.6) 533 (12.2) 6 (0.5) 543 (6.2) Scotland x x x x x x x x x x x x x x x x Singapore 41 (0.7) 571 (3.0) 51 (0.8) 559 (3.2) 2 (0.2) ~ ~ 6 (0.3) 545 (5.2) Slovak Republic 62 (1.1) 547 (2.4) 29 (1.0) 535 (2.6) 5 (0.6) 446 (8.7) 3 (0.3) 514 (9.1) Slovenia 75 (0.8) 530 (2.2) 23 (0.7) 508 (3.3) 2 (0.2) ~ ~ 1 (0.2) ~ ~ South Africa x x x x x x x x x x x x x x x x Spain s 36 (1.1) 532 (3.1) 50 (1.4) 523 (2.9) 3 (0.5) 488 (9.0) 10 (0.7) 520 (5.4) Sweden 44 (0.9) 556 (3.0) 51 (0.9) 551 (2.3) 3 (0.4) 537 (7.1) 2 (0.3) ~ ~ Trinidad and Tobago r 39 (1.2) 467 (5.3) 49 (1.2) 432 (5.8) 5 (0.6) 394 (10.7) 6 (0.5) 445 (9.3) United States – – – – – – – – – – – – – – – – International Avg. 36 (0.2) 520 (0.8) 47 (0.2) 508 (0.6) 7 (0.1) 472 (2.1) 9 (0.1) 488 (1.5) Background data provided by parents. ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. An “r” indicates data are available for 70–84% of the students. An “s” indicates data are available for 50–69% of the students. An “x” indicates data are available for less than 50% of the students. PIRLS 2006 4th Grade A dash (–) indicates comparable data are not available. A tilde (~) indicates insufficient data to report achievement. NOTE: The International Average does not include the results from the Canadian provinces. SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
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PIRLS 2006 International Report IEA
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Contents Executive Summary 1 Introd
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Chapter 3 105 Literacy-related Acti
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Exhibit 6.16 Students Answer Questi
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Appendix C 327 Percentiles and Stan
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executive summary Building on the P
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Changes in Reading Achievement: PIR
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executive summary percentages of st
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▶ ▶ ▶ ▶ ▶ executive summa
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10 executive summary ▶ ▶ ▶
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1 executive summary ▶ ▶ ▶ ▶
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16 introduction The IEA (Internatio
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18 introduction An important innova
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20 introduction What Background Inf
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22 introduction Exhibit Countries P
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24 introduction For the sake of com
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26 introduction Exhibit 2 Exhibit 2
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28 introduction Which Students Were
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30 introduction Exhibit Exhibit 3 3
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32 introduction The student samplin
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36 chapter 1: international student
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246 chapter 7: school contexts area
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Appendix A Supplementary Informatio
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appendix a: overview of pirls 2006
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Appendix B Multiple Comparisons of
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Appendix E Item Descriptions Develo
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Appendix G Organizations and Indivi
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appendix g: organizations and indiv
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TIMSS & PIRLS International Study C
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