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176 chapter 5: school curriculum and organization for teaching reading Exhibit 5.9 Schools’ Exhibit Grade-by-Grade 5.9: Schools’ Grade–by–Grade Emphases on Reading Emphases Comprehension on Reading Skills Comprehension Skills or PIRLS 2006 4th Grade or Strategies N = Not by Grade 4 Background data provided by schools. Countries Grade by Which Skill or Strategy Is Emphasized for at Least 50% of the Students Knowing Letters of the Alphabet Knowing Letter–Sound Relationships Reading Words Reading Isolated Sentences Reading Connected Text Identifying the Main Idea of Text Austria 1 1 1 1 1 2 Belgium (Flemish) 1 1 1 1 1 2 Belgium (French) r 1 1 1 1 1 2 Bulgaria 1 1 1 1 1 2 Canada, Alberta 1 1 1 1 1 2 Canada, British Columbia 1 1 1 1 1 2 Canada, Nova Scotia 1 1 1 1 1 2 Canada, Ontario 1 1 1 1 1 2 Canada, Quebec 1 1 1 1 1 2 Chinese Taipei 1 1 1 1 2 3 Denmark 1 1 1 1 1 2 England r 1 1 1 1 1 1 France 1 1 1 1 1 2 Georgia 1 1 1 1 1 2 Germany 1 1 1 1 1 2 Hong Kong SAR – – – – – – Hungary 1 1 1 1 1 2 Iceland 1 1 1 1 1 2 Indonesia 1 1 1 1 2 3 Iran, Islamic Rep. of 1 1 1 1 2 3 Israel 1 1 1 1 1 2 Italy 1 1 1 1 1 2 Kuwait – – – – – – Latvia 1 1 1 1 1 2 Lithuania 1 1 1 1 1 2 1 Luxembourg – – – – – – Macedonia, Rep. of r 1 1 1 1 1 2 Moldova, Rep. of 1 1 1 1 1 2 Morocco r 1 1 1 1 2 3 Netherlands r 1 1 1 1 1 2 New Zealand 1 1 1 1 1 1 Norway 1 1 1 2 2 3 Poland 1 1 1 2 2 2 Qatar r 1 1 1 1 2 3 Romania 1 1 1 1 1 2 Russian Federation 1 1 1 1 1 2 Scotland r 1 1 1 1 1 1 Singapore 1 1 1 1 1 2 Slovak Republic 1 1 1 1 1 2 Slovenia 1 1 2 2 2 2 South Africa 1 1 1 2 2 3 Spain 1 1 1 1 1 2 Sweden 1 1 1 1 1 2 Trinidad and Tobago 1 1 1 1 2 2 United States 1 1 1 1 1 2 International Avg. 1 1 1 1 1 2 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. 1 Primary schools in Luxembourg do not have principals. SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
chapter 5: school curriculum and organization for teaching reading Exhibit 5.9: 5.9 Schools’ Grade–by–Grade Grade-by-Grade Emphases on on Reading Comprehension Skills or Strategies (Continued) or Strategies (Continued) Countries Grade by Which Skill or Strategy Is Emphasized for at Least 50% of the Students Explaining or Supporting Understanding of Text Comparing Text with Personal Experience Making Predictions About What Will Happen Next in Text Comparing Different Texts Making Generalizations and Inferences Based on Text Describing Style and Structure of Text Austria 2 2 3 3 3 4 Belgium (Flemish) 2 3 2 3 4 4 Belgium (French) 2 2 2 3 3 4 Bulgaria 2 3 3 3 3 4 Canada, Alberta 2 1 1 2 2 3 Canada, British Columbia 2 2 1 3 2 4 Canada, Nova Scotia 2 2 1 2 2 3 Canada, Ontario 2 1 1 2 2 3 Canada, Quebec 2 2 2 3 3 4 Chinese Taipei 3 3 4 4 4 N Denmark 2 2 3 3 4 4 England 1 1 1 2 2 2 France 3 3 3 3 4 4 Georgia 2 3 3 3 3 4 Germany 2 2 2 3 3 4 Hong Kong SAR – – – – – – Hungary 2 2 3 3 3 4 Iceland 2 3 3 4 4 N Indonesia 3 4 4 4 4 4 Iran, Islamic Rep. of 3 4 4 4 4 4 Israel 2 2 2 3 3 3 Italy 2 2 3 3 3 4 Kuwait – – – – – – Latvia 1 1 2 2 2 3 Lithuania 2 2 3 3 3 4 1 Luxembourg – – – – – – Macedonia, Rep. of 2 3 3 3 3 4 Moldova, Rep. of 2 2 3 3 3 4 Morocco 4 4 N N N N Netherlands 2 2 2 3 4 4 New Zealand 1 1 1 2 2 3 Norway 3 3 3 4 4 N Poland 2 2 3 3 3 4 Qatar 3 3 4 4 4 4 Romania 2 2 3 3 3 4 Russian Federation 2 2 2 2 2 3 Scotland 2 2 2 2 3 3 Singapore 2 2 1 3 3 4 Slovak Republic 2 2 3 3 3 4 Slovenia 3 2 3 3 3 4 South Africa 4 4 4 4 4 N Spain 2 2 2 3 3 4 Sweden 2 2 2 3 3 4 Trinidad and Tobago 2 2 2 4 3 4 United States 2 2 1 2 2 3 International Avg. 2 2 3 3 3 4 SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006 177 PIRLS 2006 4th Grade
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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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Chapter 3 Literacy-related Activiti
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chapter 3: literacy-related activit
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Chapter 4 Students’ Reading Attit
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chapter 4: students’ reading atti
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246 chapter 7: school contexts area
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248 chapter 7: school contexts of t
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250 chapter 7: school contexts Exhi
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254 chapter 7: school contexts What
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258 chapter 7: school contexts Give
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262 chapter 7: school contexts It i
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266 chapter 7: school contexts year
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270 chapter 7: school contexts stud
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272 chapter 7: school contexts perc
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274 chapter 7: school contexts As s
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278 chapter 7: school contexts Comp
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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 b: multiple comparisons of
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328 appendix c: percentiles and sta
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Appendix D Sample Passages, Questio
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appendix d: sample passages, questi
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Questions Unbelievable Night append
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12 appendix d: sample passages, que
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14 Questions 6-9 are about the Pill
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16 Questions 11-13 are about the Wo
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Appendix E Item Descriptions Develo
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appendix e: reading items used for
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394 appendix f: iceland and norway
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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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