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282 appendix a: overview of pirls 2006 procedures Participants in PIRLS 2006 Building on two earlier IEA studies of reading achievement, the 1970 study of reading comprehension in 15 countries and the 1991 Reading Literacy Study in 32 countries, the PIRLS assessment of student achievement in reading literacy at the fourth grade is an integral component of IEA’s ongoing program of studies in the core subjects of mathematics, science, and reading. Beginning with PIRLS 2001, PIRLS was designed from the outset to monitor progress in reading achievement on a regular 5-year cycle. PIRLS 2006, the second study in this continuing cycle, was designed to measure children’s reading literacy achievement, to provide information on changes in achievement since 2001, and to add to the store of knowledge about children’s home and school experiences in learning to read. Forty countries, including Belgium with 2 education systems and Canada with 5 provinces, participated in the 2006 PIRLS assessment for a total of 45 participants. Of these, 26 countries and 2 provinces had trend data from PIRLS 2001. Participating in PIRLS for the first time in 2006 were 13 countries (counting Belgium as one country) and 3 provinces (see Exhibit A.1). The PIRLS 2006 Test Instruments Across the PIRLS 2006 assessment, the questions on the reading passages enabled students to demonstrate a range of abilities and skills in constructing meaning from written texts. An important innovation in PIRLS 2006 was the ability to report achievement results according to reading comprehension processes, in addition to reading purposes. In PIRLS 2001, achievement results were reported for overall reading comprehension and separately by literary and informational purposes, but not by process of comprehension. Subsequently, research has indicated that it would be possible also to report comprehension processes separately by combining the retrieval and straightforward inferencing processes to make one scale and the interpreting and integrating and examining and evaluating processes to make another. Thorndike, R.L. (1973). Reading comprehension in fifteen countries: An empirical study. International studies in evaluation: Vol. 3. Stockholm: Almqvist & Wiksell. Elley, W.B. (Ed.). (1994). The IEA study of reading literacy: Achievement and instruction in thirty-two school systems. Oxford, England: Elsevier Science Ltd. Mathematics and science are assessed at fourth and eighth grades by IEA’s TIMSS (Trends in International Mathematics and Science Study). Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., & Kennedy, A.M. (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools in 35 countries. Chestnut Hill: MA: Boston College. Although Kuwait participated in PIRLS 2001, the data were not considered comparable for measuring trends, and so Kuwait does not appear in any trend exhibits. Bos, W., Lankes, E. M., Prenzel, M., Schwippert, K., Walther, G., & Valtin, R. (Hrsg.). (2003). Ergebnisse aus IGLU: Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich. New York: Waxmann. Mullis, I.V.S., Martin, M.O., & Gonzalez, E.J. (2004). International achievement in the processes of reading comprehension: results from PIRLS 2001 in 35 countries. (2004). Chestnut Hill, MA: Boston College.
appendix a: overview of pirls 2006 procedures Exhibit A.1 Countries Participating in PIRLS 2006 and 2001 1 Although Kuwait participated in PIRLS 2001, the data were not considered comparable for measuring trends. 283 Exhibit A.1: Countries Participating in PIRLS 2006 2006 and 2001 4th Grade Countries 2006 2001 Argentina k Austria k Belgium (Flemish) k Belgium (French) k Belize k Bulgaria k k Canada, Alberta k Canada, British Columbia k Canada, Nova Scotia k Canada, Ontario k k Canada, Quebec k k Chinese Taipei k Colombia k Cyprus k Czech Republic k Denmark k England k k France k k Georgia k Germany k k Greece k Hong Kong SAR k k Hungary k k Iceland k k Indonesia k Iran, Islamic Rep. of k k Israel k k Italy k k 1 Kuwait k Latvia k k Lithuania k k Luxembourg k Macedonia, Rep. of k k Moldova, Rep. of k k Morocco k k Netherlands k k New Zealand k k Norway k k Poland k Qatar k Romania k k Russian Federation k k Scotland k k Singapore k k Slovak Republic k k Slovenia k k South Africa k Spain k Sweden k k Trinidad and Tobago k Turkey k United States k k Indicates country participation in that testing cycle k 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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36 chapter 1: international student
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Chapter 3 Literacy-related Activiti
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Chapter 5 School Curriculum and Org
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Questions Unbelievable Night append
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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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