here - TIMSS and PIRLS Home - Boston College

More documents

Recommendations

Info

152 chapter 4: students’ reading attitudes, self-concept, and out-of-school activities Exhibit 4.5 Students Exhibit Read 4.5: Stories Students or Articles Read Stories Outside or of Articles School Outside of School Background data provided by students. Countries Average Number of Hours on a Typical Day Spent Reading Stories or Articles on the Internet Stories or Articles in Books or Magazines Overall Girls Boys Overall Girls Boys Austria 0.8 (0.02) 0.8 (0.03) 0.9 (0.03) h 1.6 (0.03) 1.8 (0.04) h 1.3 (0.04) Belgium (Flemish) 0.6 (0.03) 0.5 (0.03) 0.6 (0.04) h 0.6 (0.02) 0.7 (0.03) h 0.5 (0.02) Belgium (French) 1.2 (0.04) 1.2 (0.05) 1.3 (0.05) 1.2 (0.03) 1.3 (0.04) h 1.1 (0.04) Bulgaria 1.0 (0.05) 0.9 (0.05) 1.1 (0.06) h 1.5 (0.05) 1.6 (0.07) h 1.3 (0.05) Canada, Alberta 0.8 (0.03) 0.8 (0.04) 0.9 (0.04) 1.3 (0.03) 1.4 (0.04) h 1.2 (0.04) Canada, British Columbia 0.8 (0.03) 0.7 (0.04) 0.8 (0.04) h 1.3 (0.04) 1.4 (0.05) h 1.2 (0.05) Canada, Nova Scotia 0.9 (0.03) 0.9 (0.04) 1.0 (0.04) h 1.3 (0.03) 1.5 (0.04) h 1.2 (0.04) Canada, Ontario 0.9 (0.04) 0.8 (0.05) 0.9 (0.04) 1.4 (0.05) 1.5 (0.06) h 1.3 (0.06) Canada, Quebec 1.0 (0.04) 1.0 (0.04) 1.1 (0.06) 1.3 (0.04) 1.5 (0.06) h 1.2 (0.04) Chinese Taipei 1.0 (0.03) 1.1 (0.04) h 0.9 (0.03) 1.2 (0.03) 1.4 (0.04) h 1.1 (0.04) Denmark 0.6 (0.03) 0.5 (0.03) 0.7 (0.04) h 1.0 (0.03) 1.1 (0.04) h 0.9 (0.04) England 0.9 (0.03) 0.8 (0.04) 0.9 (0.04) 1.2 (0.03) 1.4 (0.05) h 1.1 (0.04) France 0.9 (0.03) 0.9 (0.04) 0.9 (0.05) 1.2 (0.03) 1.2 (0.04) h 1.1 (0.04) Georgia 0.9 (0.05) 0.8 (0.06) 0.9 (0.06) 1.5 (0.05) 1.6 (0.07) h 1.4 (0.06) Germany 0.6 (0.02) 0.6 (0.03) 0.6 (0.03) h 1.5 (0.03) 1.7 (0.04) h 1.4 (0.05) Hong Kong SAR 1.1 (0.03) 1.1 (0.04) 1.0 (0.04) 1.0 (0.03) 1.1 (0.04) h 1.0 (0.04) Hungary 0.7 (0.03) 0.7 (0.04) 0.7 (0.03) 1.3 (0.04) 1.4 (0.06) h 1.1 (0.04) Iceland 0.6 (0.02) 0.6 (0.02) 0.7 (0.03) h 0.8 (0.02) 0.9 (0.03) h 0.7 (0.03) Indonesia 1.3 (0.05) 1.2 (0.05) 1.3 (0.06) 1.6 (0.04) 1.7 (0.06) 1.6 (0.05) Iran, Islamic Rep. of 0.3 (0.03) 0.3 (0.05) 0.4 (0.05) 1.5 (0.05) 1.5 (0.06) 1.4 (0.08) Israel 1.5 (0.04) 1.4 (0.05) 1.5 (0.05) h 1.4 (0.04) 1.6 (0.05) h 1.3 (0.04) Italy 0.7 (0.03) 0.6 (0.04) 0.8 (0.04) h 1.3 (0.04) 1.4 (0.05) h 1.1 (0.05) Kuwait 2.1 (0.06) 2.0 (0.07) 2.1 (0.08) 2.1 (0.05) 2.2 (0.07) 2.1 (0.07) Latvia 1.0 (0.04) 0.9 (0.04) 1.1 (0.05) h 1.2 (0.03) 1.4 (0.05) h 1.0 (0.04) Lithuania 0.9 (0.03) 0.9 (0.04) 1.0 (0.03) 1.4 (0.03) 1.7 (0.04) h 1.2 (0.04) Luxembourg 0.5 (0.01) 0.5 (0.02) 0.6 (0.02) h 0.9 (0.02) 1.0 (0.02) h 0.8 (0.03) Macedonia, Rep. of 1.8 (0.08) 1.7 (0.09) 1.8 (0.08) h 2.6 (0.07) 2.7 (0.08) h 2.4 (0.07) Moldova, Rep. of 1.0 (0.06) 0.9 (0.08) 1.0 (0.06) 1.8 (0.05) 1.9 (0.07) h 1.7 (0.06) Morocco 1.3 (0.08) 1.3 (0.09) 1.4 (0.08) 1.3 (0.07) 1.4 (0.09) 1.3 (0.08) Netherlands 0.5 (0.02) 0.5 (0.02) 0.5 (0.03) 0.8 (0.02) 0.9 (0.04) h 0.6 (0.03) New Zealand 0.9 (0.03) 0.9 (0.04) 1.0 (0.04) h 1.4 (0.04) 1.6 (0.05) h 1.3 (0.04) Norway 0.6 (0.03) 0.5 (0.04) 0.6 (0.03) 0.9 (0.04) 0.9 (0.05) h 0.8 (0.05) Poland 0.9 (0.03) 0.8 (0.03) 1.0 (0.04) h 1.5 (0.03) 1.7 (0.04) h 1.3 (0.05) Qatar 2.3 (0.03) 2.2 (0.04) 2.4 (0.04) h 2.2 (0.03) 2.3 (0.04) h 2.1 (0.04) Romania 0.9 (0.06) 0.8 (0.06) 1.0 (0.07) h 1.6 (0.05) 1.8 (0.07) h 1.5 (0.06) Russian Federation 0.5 (0.03) 0.4 (0.02) 0.6 (0.04) h 1.5 (0.04) 1.6 (0.05) h 1.3 (0.04) Scotland 0.9 (0.04) 0.9 (0.05) 0.9 (0.05) 1.2 (0.03) 1.4 (0.05) h 1.1 (0.05) Singapore 1.1 (0.03) 1.1 (0.03) 1.0 (0.04) 1.4 (0.02) 1.6 (0.04) h 1.2 (0.03) Slovak Republic 0.7 (0.03) 0.7 (0.04) 0.8 (0.04) h 1.5 (0.04) 1.7 (0.05) h 1.3 (0.05) Slovenia 0.7 (0.03) 0.6 (0.03) 0.8 (0.04) h 1.0 (0.02) 1.1 (0.03) h 0.9 (0.03) South Africa 2.1 (0.07) 2.1 (0.07) 2.1 (0.07) 2.7 (0.06) 2.7 (0.06) h 2.6 (0.07) Spain 0.9 (0.03) 0.8 (0.04) 1.0 (0.05) h 1.2 (0.03) 1.2 (0.05) 1.2 (0.05) Sweden 0.5 (0.02) 0.4 (0.02) 0.6 (0.04) h 0.7 (0.02) 0.7 (0.03) h 0.6 (0.03) Trinidad and Tobago 1.5 (0.07) 1.5 (0.09) 1.5 (0.07) 1.7 (0.06) 1.9 (0.08) h 1.6 (0.07) United States 1.0 (0.05) 1.1 (0.06) 1.0 (0.05) 1.4 (0.04) 1.6 (0.04) h 1.2 (0.06) International Avg. 1.0 (0.01) 0.9 (0.01) 1.0 (0.01) h 1.4 (0.01) 1.5 (0.01) h 1.3 (0.01) ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. NOTE: The International Average does not include the results from the Canadian provinces. PIRLS 2006 4th Grade h Average significantly higher than other gender SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
chapter 4: students’ reading attitudes, self-concept, and out-of-school activities students reported half an hour or less spent reading daily on the Internet. Countries where students reported the most time spent reading stories or articles in books or magazines included Kuwait, Macedonia, Qatar, and South Africa (more than 2 hours on a typical day, on average). Students in Belgium (Flemish), Iceland, Luxembourg, the Netherlands, Norway, and Sweden reported reading from books or magazines for less than one hour, on average, on a typical day. In almost every country, girls reported more time than boys reading from books or magazines (1.5 hours vs. 1.3 hours) and in many countries, boys reported more time than girls reading stories or articles on the Internet (1.0 hours vs. 0.9 hours). Only in Chinese Taipei did girls report more time reading on the Internet than boys. Exhibit 4.6 presents trends in students’ reports of how frequently they read for fun outside of school, regardless of the source of their reading material. In general, students around the world reported a good deal of reading for fun, with 40 percent, on average internationally, reading every day or almost every day, and a further 28 percent once or twice a week. However, almost one third of students (32%, on average) reported reading for fun no more than twice a month. Reading for fun was reported most frequently in the Russian Federation, Germany, Lithuania, Moldova, France, and the Canadian provinces of Alberta and British Columbia, where the majority of students reported reading for fun daily or almost daily. In contrast, less than 30 percent of students in Georgia, Morocco, Singapore, Romania, and Chinese Taipei reported daily reading for fun. Of the PIRLS 2001 participants, five had increased percentages of students in 2006 reporting reading for fun daily or almost daily—Germany, Hungary, Italy, Hong Kong SAR, and Ontario province. Seven countries had fewer students reporting daily reading for fun in 2006—Iceland, Israel, Slovenia, Sweden, Latvia, Norway, and Singapore. There was a positive association between the frequency of reading for fun and average student reading achievement, on average, across countries, and in most countries. Across all countries, students who reported reading 153
Page 3 and 4:
PIRLS 2006 International Report IEA
Page 5 and 6:
Contents Executive Summary 1 Introd
Page 7 and 8:
Chapter 3 105 Literacy-related Acti
Page 9 and 10:
Exhibit 6.16 Students Answer Questi
Page 11:
Appendix C 327 Percentiles and Stan
Page 14 and 15:
executive summary Building on the P
Page 16 and 17:
Changes in Reading Achievement: PIR
Page 18 and 19:
executive summary percentages of st
Page 20 and 21:
▶ ▶ ▶ ▶ ▶ executive summa
Page 22 and 23:
10 executive summary ▶ ▶ ▶
Page 24:
1 executive summary ▶ ▶ ▶ ▶
Page 28 and 29:
16 introduction The IEA (Internatio
Page 30 and 31:
18 introduction An important innova
Page 32 and 33:
20 introduction What Background Inf
Page 34 and 35:
22 introduction Exhibit Countries P
Page 36 and 37:
24 introduction For the sake of com
Page 38 and 39:
26 introduction Exhibit 2 Exhibit 2
Page 40 and 41:
28 introduction Which Students Were
Page 42 and 43:
30 introduction Exhibit Exhibit 3 3
Page 44:
32 introduction The student samplin
Page 48 and 49:
36 chapter 1: international student
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76:
Page 80 and 81:
68 chapter 2: performance at intern
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
100 chapter 2: performance at inter
Page 114 and 115:
102 chapter 2: performance at inter
Page 117 and 118:
Chapter 3 Literacy-related Activiti
Page 119 and 120:
chapter 3: literacy-related activit
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132: chapter 3: literacy-related activit
Page 151 and 152: Chapter 4 Students’ Reading Attit
Page 153 and 154: chapter 4: students’ reading atti
Page 167: chapter 4: students’ reading atti
Page 170 and 171: 140 chapter 4: students’ reading
Page 187 and 188: Chapter 5 School Curriculum and Org
Page 189 and 190: chapter 5: school curriculum and or
Page 223: chapter 5: school curriculum and or
Page 226 and 227: 196 chapter 6: teachers and reading
Page 232 and 233:
202 chapter 6: teachers and reading
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272:
Page 276 and 277:
246 chapter 7: school contexts area
Page 278 and 279:
248 chapter 7: school contexts of t
Page 280 and 281:
250 chapter 7: school contexts Exhi
Page 282 and 283:
Page 284 and 285:
254 chapter 7: school contexts What
Page 286 and 287:
Page 288 and 289:
258 chapter 7: school contexts Give
Page 290 and 291:
Page 292 and 293:
262 chapter 7: school contexts It i
Page 294 and 295:
Page 296 and 297:
266 chapter 7: school contexts year
Page 298 and 299:
Page 300 and 301:
270 chapter 7: school contexts stud
Page 302 and 303:
272 chapter 7: school contexts perc
Page 304 and 305:
274 chapter 7: school contexts As s
Page 306 and 307:
Page 308 and 309:
278 chapter 7: school contexts Comp
Page 311 and 312:
Appendix A Supplementary Informatio
Page 313 and 314:
appendix a: overview of pirls 2006
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 347 and 348:
Appendix B Multiple Comparisons of
Page 349 and 350:
appendix b: multiple comparisons of
Page 351 and 352:
Page 353 and 354:
Page 355:
Page 358 and 359:
328 appendix c: percentiles and sta
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 369 and 370:
Appendix D Sample Passages, Questio
Page 371 and 372:
appendix d: sample passages, questi
Page 373 and 374:
20 appendix d: sample passages, que
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Questions Unbelievable Night append
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
12 appendix d: sample passages, que
Page 403 and 404:
14 Questions 6-9 are about the Pill
Page 405 and 406:
16 Questions 11-13 are about the Wo
Page 407 and 408:
Page 411 and 412:
Appendix E Item Descriptions Develo
Page 413 and 414:
appendix e: reading items used for
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421:
Page 424 and 425:
394 appendix f: iceland and norway
Page 427 and 428:
Appendix G Organizations and Indivi
Page 429 and 430:
appendix g: organizations and indiv
Page 431 and 432:
Page 433 and 434:
Page 436 and 437:
TIMSS & PIRLS International Study C
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445:
Page 448 and 449:
Page 450 and 451:
Page 453:
show all

here - TIMSS and PIRLS Home - Boston College

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?