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154 chapter 4: students’ reading attitudes, self-concept, and out-of-school activities for fun every day or almost every day had average reading achievement of 516 points, compared to 503 points for those reading for fun once or twice a week, and 484 points for those reading for fun twice a month or less.
chapter 4: students’ reading attitudes, self-concept, and out-of-school activities Exhibit 4.6: 4.6 Students Reading for for Fun Fun Outside of of School with with Trends Countries Every Day or Almost Every Day Once or Twice a Week Twice a Month or Less 2006 Percent of Students Average Achievement Difference in Percent from 2001 2006 Percent of Students Average Achievement Difference in Percent from 2001 2006 Percent of Students Average Achievement Difference in Percent from 2001 Russian Federation 58 (1.1) 570 (3.8) 0 (1.8) 28 (0.8) 559 (3.9) –1 (1.3) 14 (0.8) 556 (3.9) 2 (1.3) Canada, Alberta 53 (0.9) 575 (2.5) ◊ ◊ 23 (0.8) 555 (3.5) ◊ ◊ 23 (0.9) 537 (2.7) ◊ ◊ Canada, British Columbia 53 (1.0) 573 (2.9) ◊ ◊ 26 (0.8) 554 (2.5) ◊ ◊ 21 (0.9) 531 (4.1) ◊ ◊ Germany 53 (0.9) 563 (2.7) 5 (1.2) h 24 (0.6) 545 (3.0) 0 (0.9) 24 (0.8) 525 (2.5) –5 (1.2) i Lithuania 52 (1.2) 545 (2.1) –1 (1.9) 30 (1.0) 533 (2.2) –1 (1.6) 17 (0.8) 520 (2.8) 2 (1.2) Moldova, Rep. of 52 (1.4) 507 (3.2) 2 (2.6) 34 (1.1) 498 (4.2) 0 (1.9) 14 (1.0) 484 (5.1) –2 (1.6) France 51 (1.0) 540 (2.5) 2 (1.6) 24 (0.8) 517 (2.3) –2 (1.2) 25 (0.9) 491 (2.7) 0 (1.3) Canada, Ontario 49 (1.4) 567 (3.2) 14 (2.0) h 25 (1.1) 552 (3.6) 2 (1.4) 26 (1.1) 534 (4.1) –16 (1.9) i Belgium (French) 49 (1.1) 517 (3.0) ◊ ◊ 26 (0.7) 495 (2.9) ◊ ◊ 25 (0.9) 473 (3.1) ◊ ◊ Iceland 49 (0.9) 527 (1.9) –3 (1.2) i 23 (0.7) 511 (2.6) 2 (1.0) 28 (0.7) 485 (2.3) 1 (1.0) Denmark 49 (1.1) 559 (2.9) ◊ ◊ 30 (0.8) 540 (2.7) ◊ ◊ 21 (0.9) 528 (3.2) ◊ ◊ Canada, Nova Scotia 48 (0.9) 560 (2.6) ◊ ◊ 25 (0.8) 541 (2.7) ◊ ◊ 27 (0.8) 515 (3.2) ◊ ◊ Bulgaria 47 (1.6) 561 (4.4) –4 (2.3) 27 (1.0) 555 (5.0) –2 (1.5) 26 (1.6) 520 (6.5) 5 (2.2) h Canada, Quebec 47 (1.3) 549 (3.0) 1 (1.9) 26 (1.0) 530 (3.8) 1 (1.4) 27 (1.2) 509 (3.2) –3 (1.7) South Africa 45 (0.9) 303 (6.4) ◊ ◊ 26 (0.5) 314 (6.4) ◊ ◊ 28 (0.8) 307 (6.4) ◊ ◊ Austria 45 (1.1) 555 (3.0) ◊ ◊ 25 (0.8) 535 (2.4) ◊ ◊ 29 (1.0) 516 (2.9) ◊ ◊ Spain 45 (1.1) 525 (2.9) ◊ ◊ 27 (0.7) 515 (2.5) ◊ ◊ 28 (1.0) 494 (3.7) ◊ ◊ Hungary 44 (1.2) 565 (3.7) 4 (1.7) h 30 (0.9) 547 (3.4) –2 (1.4) 26 (1.1) 532 (4.2) –2 (1.5) Indonesia 44 (1.4) 405 (4.7) ◊ ◊ 31 (1.1) 414 (4.6) ◊ ◊ 25 (1.2) 403 (4.8) ◊ ◊ Macedonia, Rep. of 43 (1.2) 453 (5.7) –3 (1.9) 31 (1.0) 451 (4.6) 3 (1.4) h 25 (1.1) 435 (5.1) 0 (1.8) Poland 43 (1.3) 538 (2.5) ◊ ◊ 29 (1.0) 518 (3.2) ◊ ◊ 27 (1.0) 495 (3.0) ◊ ◊ New Zealand 42 (1.1) 562 (2.4) –1 (1.8) 24 (0.7) 531 (2.5) 0 (1.1) 34 (1.0) 500 (3.0) 1 (1.6) Belgium (Flemish) 40 (1.1) 563 (2.1) ◊ ◊ 29 (0.8) 545 (2.9) ◊ ◊ 31 (1.2) 529 (2.3) ◊ ◊ Slovak Republic 39 (1.0) 545 (2.9) 0 (1.5) 33 (0.9) 535 (3.2) 0 (1.3) 27 (1.1) 507 (5.4) 0 (1.6) Italy 38 (1.3) 573 (3.3) 7 (1.7) h 25 (0.7) 554 (3.2) 1 (1.0) 37 (1.3) 529 (3.8) –7 (1.7) i Luxembourg 38 (0.6) 581 (1.8) ◊ ◊ 27 (0.7) 551 (2.0) ◊ ◊ 35 (0.5) 537 (1.5) ◊ ◊ Israel 38 (1.2) 538 (4.2) –6 (1.6) i 28 (0.9) 518 (4.4) 1 (1.2) 35 (1.1) 497 (4.1) 5 (1.5) h Slovenia 37 (0.9) 543 (2.5) –8 (1.6) i 33 (0.7) 519 (3.0) 4 (1.1) h 30 (0.9) 500 (2.6) 4 (1.5) h Netherlands 36 (1.1) 566 (2.1) 0 (1.6) 22 (0.7) 550 (1.8) 2 (1.1) h 42 (1.1) 530 (1.8) –2 (1.6) Sweden 36 (1.0) 569 (2.8) –8 (1.3) i 31 (0.9) 549 (3.2) –1 (1.2) 33 (1.0) 530 (2.6) 9 (1.3) h United States 35 (1.3) 561 (4.3) 1 (1.8) 22 (0.7) 550 (3.3) 0 (1.3) 43 (1.4) 521 (3.3) –1 (1.8) Latvia 35 (1.2) 556 (3.0) –8 (1.7) i 31 (0.8) 543 (2.8) –2 (1.2) 34 (1.2) 524 (2.6) 10 (1.7) h Hong Kong SAR 35 (1.0) 575 (2.6) 14 (1.3) h 33 (0.9) 567 (2.7) –5 (1.2) i 32 (1.0) 549 (2.8) –8 (1.4) i Iran, Islamic Rep. of 33 (1.2) 428 (4.2) –1 (1.7) 41 (1.2) 429 (3.9) 2 (1.9) 26 (1.0) 406 (5.2) 0 (1.5) Norway 33 (1.1) 514 (3.4) –5 (1.5) i 30 (1.0) 505 (3.2) 2 (1.3) 37 (1.2) 481 (3.1) 4 (1.7) h Qatar 33 (0.6) 357 (2.2) ◊ ◊ 28 (0.5) 367 (2.5) ◊ ◊ 39 (0.6) 352 (2.2) ◊ ◊ Scotland 33 (1.1) 555 (4.4) 2 (1.6) 24 (1.0) 533 (3.1) 0 (1.3) 44 (1.5) 505 (2.7) –2 (2.2) England 33 (1.2) 575 (4.0) 0 (1.8) 25 (0.8) 537 (3.5) –1 (1.2) 42 (1.3) 517 (2.9) 1 (2.0) Kuwait 32 (1.1) 338 (5.5) ◊ ◊ 32 (1.0) 342 (5.5) ◊ ◊ 36 (1.2) 332 (5.4) ◊ ◊ Trinidad and Tobago 32 (1.2) 450 (6.7) ◊ ◊ 25 (1.0) 442 (5.9) ◊ ◊ 43 (1.4) 427 (5.6) ◊ ◊ Georgia 29 (1.4) 479 (4.5) ◊ ◊ 29 (1.2) 484 (4.0) ◊ ◊ 41 (1.4) 461 (4.3) ◊ ◊ Morocco 29 (1.3) 317 (8.2) –3 (2.3) 34 (1.4) 326 (6.9) –3 (2.0) 37 (1.9) 331 (7.1) 6 (3.1) Singapore 27 (0.9) 587 (3.9) –3 (1.5) i 26 (0.6) 564 (3.1) 3 (0.9) h 47 (1.0) 540 (2.7) 0 (1.5) Romania 25 (1.3) 510 (5.5) –3 (2.2) 26 (1.1) 502 (5.5) –4 (1.6) i 50 (1.6) 478 (5.5) 7 (2.3) h Chinese Taipei 24 (0.7) 553 (2.6) ◊ ◊ 31 (0.8) 539 (2.6) ◊ ◊ 45 (1.0) 525 (2.2) ◊ ◊ International Avg. 40 (0.2) 516 (0.6) 28 (0.1) 503 (0.6) 32 (0.2) 484 (0.6) Background data provided by students. ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. A diamond (◊) indicates the country did not participate in the 2001 assessment. h Percent in 2006 significantly higher i Percent in 2006 significantly lower 155 PIRLS 2006 4th Grade NOTE: The International Average does not include the results from the Canadian provinces. Trend Note: The primary education systems of the Russian Federation and Slovenia underwent structural changes. Data for Canada, Ontario include only public schools. 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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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 D Sample Passages, Questio
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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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