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208 chapter 6: teachers and reading instruction Exhibit 6.6: 6.6 Materials Used Used by by Teachers for for Reading Instruction Countries Reading Series Textbooks Percentage of Students Whose Teacher Used at Least Weekly Workbooks or Worksheets Variety of Children’s Books Children’s Newspapers and/or Magazines Materials from Other Subjects Computer Software Austria 30 (3.2) 87 (2.4) 89 (2.4) 52 (3.4) 61 (3.4) 58 (3.3) 26 (2.8) Belgium (Flemish) 35 (4.6) 92 (1.6) 91 (2.1) 52 (3.8) 19 (3.2) 50 (3.9) 8 (2.1) Belgium (French) 30 (3.4) 50 (3.7) 64 (4.2) 53 (3.9) 31 (2.9) 55 (3.5) 4 (1.6) Bulgaria 95 (1.8) 100 (0.0) 99 (0.5) 60 (3.9) 18 (2.8) 57 (3.7) 4 (1.8) Canada, Alberta 43 (3.7) 64 (4.0) 68 (3.6) 91 (1.9) 16 (2.9) 82 (3.2) 19 (2.9) Canada, British Columbia r 47 (4.8) r 66 (3.6) r 65 (4.4) r 91 (2.7) r 13 (3.0) r 79 (3.9) r 15 (3.2) Canada, Nova Scotia 35 (3.5) 47 (4.0) 68 (3.8) 96 (1.4) 20 (3.2) 87 (2.4) 14 (2.4) Canada, Ontario 55 (4.9) 68 (4.5) 77 (4.4) 91 (2.8) 20 (4.5) 83 (4.1) 17 (3.6) Canada, Quebec 45 (4.8) 89 (2.1) 82 (3.3) 70 (4.3) 14 (2.9) 69 (4.0) 4 (1.4) Chinese Taipei 37 (4.1) 95 (1.9) 61 (4.2) 49 (4.3) 31 (3.9) 23 (3.6) 24 (3.5) Denmark 88 (2.4) 69 (4.1) 74 (3.4) 60 (3.7) 2 (1.1) 21 (3.5) 4 (1.3) England 49 (4.1) 66 (4.2) 65 (4.0) 93 (1.7) 9 (2.6) 75 (4.1) 32 (4.0) France 74 (3.3) 62 (3.2) 63 (3.3) 72 (3.0) 20 (3.3) 82 (2.5) 3 (1.2) Georgia 63 (4.1) 99 (0.7) 68 (3.8) 67 (3.8) 40 (4.4) 52 (3.8) 0 (0.0) Germany r 20 (3.6) 83 (2.7) 92 (1.4) 42 (3.7) 8 (2.0) 68 (3.5) 15 (2.2) Hong Kong SAR 36 (3.8) 97 (1.5) 71 (3.7) 25 (3.6) 10 (2.6) 12 (2.7) 36 (4.2) Hungary 99 (0.8) 100 (0.0) 99 (0.8) 63 (3.7) 26 (3.5) 67 (3.6) 2 (0.7) Iceland 80 (0.3) 96 (0.2) 86 (0.2) 83 (0.3) 5 (0.2) 82 (0.3) 12 (0.2) Indonesia 57 (3.8) 96 (1.6) 73 (4.0) 24 (3.5) 9 (2.4) 29 (3.8) 3 (1.6) Iran, Islamic Rep. of 51 (3.7) 98 (1.0) 64 (3.8) 44 (3.5) 25 (3.2) 27 (3.5) 4 (1.5) Israel 67 (4.0) 96 (1.8) 93 (2.3) 51 (4.4) 22 (3.6) 45 (4.1) 6 (2.1) Italy 47 (3.6) 99 (1.0) 92 (2.1) 54 (4.0) 16 (2.9) 52 (4.1) 5 (1.8) Kuwait 69 (3.4) 99 (1.0) 89 (2.3) 41 (3.9) 37 (4.1) 27 (3.8) 7 (2.1) Latvia 31 (3.1) 100 (0.0) 74 (2.7) 45 (3.7) 11 (2.1) 49 (4.1) 2 (1.2) Lithuania 41 (3.6) 100 (0.0) 95 (1.8) 45 (3.5) 14 (2.3) 47 (3.7) 2 (0.9) Luxembourg 8 (0.1) 95 (0.1) 85 (0.1) 34 (0.2) 15 (0.1) 33 (0.2) 3 (0.1) Macedonia, Rep. of 36 (4.0) 100 (0.0) 80 (3.4) 29 (3.8) 37 (4.1) 46 (4.0) 6 (2.4) Moldova, Rep. of 81 (3.3) 100 (0.3) 86 (2.7) 53 (4.2) 46 (4.3) 63 (3.9) 2 (0.4) Morocco 74 (4.0) 86 (3.1) 91 (2.6) 10 (2.6) 5 (1.7) 35 (4.4) 2 (1.1) Netherlands r 51 (4.3) 94 (1.8) 76 (3.5) 79 (3.0) 9 (2.4) 64 (4.1) 26 (4.2) New Zealand 94 (1.4) 20 (2.3) 65 (2.8) 78 (2.5) 18 (2.2) 61 (2.8) 18 (1.9) Norway 76 (3.5) 98 (1.3) 90 (2.9) 84 (3.5) 7 (2.4) 82 (3.1) 20 (4.0) Poland 95 (1.6) 100 (0.0) 97 (1.2) 36 (3.9) 6 (1.7) 43 (4.0) 3 (1.1) Qatar s 62 (0.2) s 100 (0.0) s 96 (0.1) s 39 (0.3) s 45 (0.3) s 34 (0.3) s 12 (0.1) Romania 92 (1.9) 100 (0.1) 91 (2.4) 66 (4.1) 24 (3.5) 57 (3.8) 1 (0.7) Russian Federation 56 (3.7) 100 (0.0) 53 (3.6) 68 (3.1) 18 (3.3) 61 (3.5) 1 (0.8) Scotland 95 (1.8) 81 (4.0) 82 (3.6) 80 (4.2) 5 (2.2) 60 (4.4) 20 (3.6) Singapore 34 (2.5) 97 (1.0) 97 (1.0) 41 (2.8) 43 (2.7) 41 (3.1) 33 (2.8) Slovak Republic 16 (2.4) 100 (0.0) 77 (3.3) 50 (3.5) 50 (3.4) 54 (3.5) 4 (1.0) Slovenia 95 (1.5) 94 (1.6) 97 (1.4) 33 (3.3) 14 (1.8) 51 (3.3) 5 (1.4) South Africa 63 (3.2) 94 (1.4) 80 (2.3) 44 (3.1) 36 (2.9) 51 (2.6) 7 (1.7) Spain 75 (3.9) 99 (0.9) 84 (3.2) 71 (3.9) 7 (2.0) 70 (3.7) 9 (2.4) Sweden 52 (3.7) 82 (2.7) 71 (3.6) 89 (2.6) 16 (2.8) 77 (3.5) 10 (2.3) Trinidad and Tobago 88 (2.6) 99 (0.5) 86 (2.8) 71 (3.4) 23 (3.4) 87 (2.8) 14 (2.6) United States 69 (4.1) 82 (1.8) 85 (3.0) 78 (3.2) 36 (4.1) 74 (3.2) 32 (3.8) International Avg. 60 (0.5) 90 (0.3) 82 (0.4) 55 (0.5) 22 (0.5) 53 (0.6) 11 (0.4) Background data provided by teachers. ( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent. PIRLS 2006 4th Grade 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. NOTE: The International Average does not include the results from the Canadian provinces. SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
chapter 6: teachers and reading instruction Exhibits 6.7 through 6.9 present teachers’ reports of how often they asked students to read literary and informational texts, as well as trends in the percentages of students whose teachers used literary and informational texts at least once a week. To gather information about the use of different types of texts for the two major reading purposes in primary schools, PIRLS asked teachers about the frequency with which they used different types of texts with the following response options: every day or almost every day, once or twice a week, once or twice a month, and never or almost never. For reporting purposes, the first two response categories were combined into the reporting category at least weekly, and the last two were combined into less than weekly. Exhibit 6.7 shows the percentage of students whose teachers asked them to read the following types of literary texts at least once a week: ▶ ▶ ▶ ▶ Short stories Longer books with chapters Poems Plays On average internationally, 70 percent of the students were asked to read short stories at least weekly. About one third (36%) were asked to read chapter books, and about one third (36%) to read poems. Just 8 percent of students, on average across countries, were asked to read plays at least once a week, although in Macedonia, Moldova, New Zealand, and South Africa, the percentage was greater than one fifth (21–36%). On average across countries, those students asked to read fiction at least weekly had somewhat higher achievement (difference of eight points) than those asked to read it less than weekly. Exhibit 6.8 shows the percentage of students whose teachers asked them to read the following types of informational texts at least once a week: ▶ ▶ ▶ Descriptions and explanations about things, people, or events Instructions of manuals about how things work Charts, diagrams, or graphs 209
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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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Appendix A Supplementary Informatio
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appendix a: overview of pirls 2006
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Appendix G Organizations and Indivi
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TIMSS & PIRLS International Study C
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