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166 chapter 5: school curriculum and organization for teaching reading
Exhibit Exhibit 5.4 Principals’ 5.4: Principals’ Estimates Estimates of the of Percentage the Percentage of Students of Students Entering Beginning School School Able to With Perform Early Literacy PIRLS 2006
4th Grade
Skills with Beginning Trends* Literacy Skills with Trends
Countries
More than 75% Begin
School with Skills
Percent of
Students
Difference
in Percent
From 2001
51–75% Begin
School with Skills
Percent of
Students
Difference
in Percent
From 2001
25–50% Begin
School with Skills
Percent of
Students
Difference
in Percent
From 2001
Less than 25% Begin
School with Skills
Percent of
Students
Difference
in Percent
From 2001
Austria 0 (0.0) ◊ ◊ 2 (1.2) ◊ ◊ 14 (3.4) ◊ ◊ 84 (3.6) ◊ ◊
Belgium (Flemish) 2 (1.2) ◊ ◊ 5 (2.2) ◊ ◊ 19 (3.7) ◊ ◊ 73 (4.1) ◊ ◊
Belgium (French) r 6 (2.3) ◊ ◊ 20 (3.6) ◊ ◊ 35 (4.7) ◊ ◊ 39 (4.6) ◊ ◊
Bulgaria 7 (2.2) 2 (2.8) 19 (3.6) 8 (4.5) 32 (3.7) 6 (5.0) 42 (4.0) –16 (5.2) i
Canada, Alberta 2 (1.3) ◊ ◊ 5 (1.4) ◊ ◊ 23 (3.3) ◊ ◊ 70 (3.7) ◊ ◊
Canada, British Columbia 3 (1.5) ◊ ◊ 7 (2.1) ◊ ◊ 29 (3.4) ◊ ◊ 62 (3.9) ◊ ◊
Canada, Nova Scotia 3 (1.7) ◊ ◊ 7 (2.3) ◊ ◊ 30 (4.0) ◊ ◊ 60 (4.3) ◊ ◊
Canada, Ontario 2 (1.7) –32 (5.1) i 4 (1.9) –28 (5.4) i 14 (3.7) –10 (5.8) 79 (4.2) 70 (4.8) h
Canada, Quebec 2 (1.5) –15 (4.1) i 2 (1.3) –11 (3.6) i 9 (2.8) –17 (5.6) i 87 (3.5) 43 (6.4) h
Chinese Taipei 94 (2.0) ◊ ◊ 5 (2.0) ◊ ◊ 0 (0.0) ◊ ◊ 1 (0.5) ◊ ◊
Denmark 35 (4.4) ◊ ◊ 37 (4.6) ◊ ◊ 21 (3.1) ◊ ◊ 7 (2.3) ◊ ◊
England s 56 (5.4) –5 (7.6) 22 (4.3) 4 (6.2) 14 (3.3) 3 (4.6) 8 (2.8) –1 (4.1)
France 19 (3.2) –2 (4.8) 32 (4.0) 4 (5.6) 25 (4.1) –9 (6.5) 23 (4.2) 6 (5.3)
Georgia 3 (1.1) ◊ ◊ 3 (1.4) ◊ ◊ 20 (3.9) ◊ ◊ 74 (4.1) ◊ ◊
Germany 2 (1.2) 1 (1.4) 2 (0.8) 1 (0.8) 24 (3.7) 16 (4.1) h 73 (3.7) –19 (4.1) i
Hong Kong SAR 86 (3.0) – – 14 (3.0) – – 0 (0.0) – – 0 (0.0) – –
Hungary 0 (0.0) 0 (0.0) 1 (0.8) 0 (1.3) 6 (2.1) 1 (2.7) 93 (2.2) –1 (3.0)
Iceland r 7 (0.2) 2 (0.2) h 36 (0.3) 14 (0.5) h 43 (0.3) 4 (0.5) h 14 (0.3) –21 (0.4) i
Indonesia 16 (2.8) ◊ ◊ 16 (3.4) ◊ ◊ 18 (3.7) ◊ ◊ 50 (4.5) ◊ ◊
Iran, Islamic Rep. of 4 (1.4) 0 (2.1) 4 (1.2) 3 (1.3) h 4 (1.3) 1 (2.1) 88 (2.2) –4 (3.1)
Israel 16 (3.4) 9 (4.0) h 17 (3.4) 9 (4.1) h 30 (4.0) 16 (4.9) h 37 (4.1) –33 (5.7) i
Italy 2 (1.2) 0 (1.6) 15 (3.2) 1 (3.9) 29 (3.6) 1 (5.2) 54 (4.4) –2 (6.0)
Kuwait 20 (3.4) ◊ ◊ 16 (3.1) ◊ ◊ 12 (2.8) ◊ ◊ 52 (4.2) ◊ ◊
Latvia 40 (4.9) 31 (5.3) h 33 (4.1) 2 (5.5) 20 (3.5) –13 (5.5) i 7 (1.9) –20 (4.4) i
Lithuania 7 (2.2) –1 (2.8) 15 (3.4) 4 (4.4) 32 (3.9) 5 (5.5) 46 (4.0) –9 (6.0)
1 Luxembourg – – – – – – – – – – – – – – – –
Macedonia, Rep. of r 4 (2.1) –1 (2.9) 15 (3.6) 0 (4.9) 30 (3.7) –6 (5.8) 51 (4.2) 6 (6.3)
Moldova, Rep. of 11 (2.9) –8 (4.7) 20 (3.7) 6 (4.7) 28 (3.9) –8 (5.8) 42 (4.5) 10 (6.1)
Morocco r 31 (5.1) 9 (6.7) 15 (3.2) –2 (5.0) 19 (3.7) 1 (4.5) 36 (4.9) –8 (7.0)
Netherlands r 2 (1.2) 0 (1.7) 10 (3.1) 5 (3.6) 27 (4.3) 10 (5.5) 61 (5.1) –14 (6.5) i
New Zealand 5 (1.6) –1 (2.4) 9 (2.3) 1 (3.1) 14 (2.6) –7 (4.2) 72 (3.3) 7 (4.9)
Norway 3 (1.6) 3 (1.6) 10 (3.1) 3 (4.0) 49 (4.9) 11 (6.6) 38 (4.2) –17 (6.4) i
Poland r 16 (3.7) ◊ ◊ 18 (3.6) ◊ ◊ 13 (3.4) ◊ ◊ 53 (5.3) ◊ ◊
Qatar 26 (0.2) ◊ ◊ 17 (0.2) ◊ ◊ 10 (0.2) ◊ ◊ 46 (0.2) ◊ ◊
Romania 2 (1.1) –4 (2.3) 15 (3.3) 6 (4.1) 30 (4.3) 10 (5.3) 53 (4.5) –12 (5.9) i
Russian Federation 11 (2.4) 4 (3.0) 27 (3.0) 8 (4.1) 31 (3.2) –2 (4.8) 31 (3.3) –10 (5.0) i
Scotland r 4 (2.3) 3 (2.6) 7 (2.4) 1 (3.5) 16 (4.0) 6 (5.1) 72 (4.9) –10 (6.4)
Singapore 70 (0.0) 7 (3.5) h 22 (0.0) –5 (3.5) 6 (0.0) –2 (2.0) 1 (0.0) 0 (0.8)
Slovak Republic 0 (0.0) –1 (1.0) 0 (0.0) 0 (0.0) 11 (2.6) 7 (3.2) h 89 (2.6) –5 (3.3)
Slovenia 0 (0.0) –61 (4.3) i 7 (2.2) –8 (3.9) i 27 (3.7) 13 (4.7) h 67 (4.1) 55 (4.8) h
South Africa 7 (1.9) ◊ ◊ 9 (2.1) ◊ ◊ 19 (2.3) ◊ ◊ 65 (3.0) ◊ ◊
Spain 56 (3.6) ◊ ◊ 20 (3.3) ◊ ◊ 14 (2.8) ◊ ◊ 10 (2.3) ◊ ◊
Sweden 15 (3.3) 2 (4.5) 28 (4.1) –6 (6.3) 42 (4.2) 6 (6.5) 15 (3.3) –2 (5.1)
Trinidad and Tobago 12 (2.7) ◊ ◊ 28 (4.0) ◊ ◊ 26 (4.0) ◊ ◊ 34 (4.3) ◊ ◊
United States 65 (3.7) 17 (5.8) h 12 (2.6) –10 (4.4) i 10 (2.5) –4 (3.9) 13 (2.6) –3 (4.1)
International Avg. 20 (0.4) 15 (0.5) 21 (0.5) 44 (0.6)
Based on principals’ responses to questions about how many of the students in their
schools can do the following when they begin the first year of formal schooling: recognize
most of the letters of the alphabet, write letters of the alphabet, read some words, write
some words, and read sentences. Average is computed across the five items based on a
4-point scale: Less than 25% = 1, 25–50% = 2, 51–75% = 3, and More than 75% = 4. More
than 75% indicates an average response score of greater than 3.25 through 4. 51–75%
indicates an average of greater than 2.5 through 3.25. 25–50% indicates an average of 1.75
through 2.5. Less than 25% indicates an average of 1 to less than 1.75.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest
whole number, some totals may appear inconsistent.
h Percent in 2006 significantly higher i i Percent in 2006 significantly lower
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.
A dash (–) indicates comparable data are not available.
A diamond (◊) indicates the country did not participate in the 2001 assessment.
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.
1 Primary schools in Luxembourg do not have principals.
SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006