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288 appendix a: overview of pirls 2006 procedures Exhibit A.3 Languages Exhibit A.3: of Instruction Languages and of Instruction Testing and Testing A dash (–) indicates comparable data are not available. Country Language(s) of Instruction Language(s) of Testing Austria German German Belgium (Flemish) Dutch Dutch Belgium (French) French French Bulgaria Bulgarian Bulgarian Canada, Alberta English, French English, French Canada, British Columbia English, French English, French Canada, Nova Scotia English, French English, French Canada, Ontario English, French English, French Canada, Quebec English, French, Aboriginal languages English, French Chinese Taipei Mandarin Chinese Mandarin Denmark Danish Danish England English English France French French Georgia Georgian Georgian Germany German German Hong Kong SAR Chinese Modern Standard Chinese Hungary Hungarian Hungarian Iceland Icelandic Icelandic Indonesia Indonesian Indonesian Iran, Islamic Rep. of Farsi Farsi Israel Hebrew, Arabic Hebrew, Arabic Italy Italian, French, German, Ladin, and Slovenian Italian Kuwait Arabic and local dialects Arabic Latvia Latvian, Russian Latvian, Russian Lithuania Lithuanian, Russian, Polish Lithuanian Luxembourg Luxembourgish, French, German German Macedonia, Rep. of Macedonian, Albanian, Turkish and Serbian Macedonian, Albanian Moldova, Rep. of Romanian, Russian Romanian, Russian Morocco – Arabic Netherlands Dutch Dutch New Zealand English, Māori English, Maori Norway Bokmål, Nynorsk, Sámi Bokmål, Nynorsk Qatar Arabic, English Arabic Poland Polish Polish Romania Romanian, Hungarian Romanian, Hungarian Russian Federation Russian Russian Scotland English, Gaelic English Singapore English, Malay, Chinese (Mandarin), Tamil English Slovak Republic Slovak, Hungarian Slovak, Hungarian Slovenia Slovenian Slovenian South Africa Afrikaans, English, isiZulu, isiXhosa, Sepedi, Sesotho, Setswana, isiNdebele, SiSwati, Tshivenda, Xitsonga Afrikaans, English, isiZulu, isiXhosa, Sepedi, Sesotho, Setswana, isiNdebele, SiSwati, Tshivenda, Xitsonga Spain Spanish (Castilian), Catalonian, Galician, Basque, Valencian Spanish (Castilian), Catalonian, Galician, Basque, Valencian Sweden Swedish Swedish Trinidad and Tobago English English United States English English This table lists the languages most frequently used for instruction. More detailed information for each country is available in the PIRLS 2006 Encyclopedia. PIRLS 2006 4th Grade SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
appendix a: overview of pirls 2006 procedures Sample Implementation and Participation Rates PIRLS 2006 had as its target population students enrolled in the fourth grade of formal schooling, counting from the first year of primary school as defined by UNESCO’s International Standard Classification for Education (ISCED). According to the ISCED classification, Level 1 corresponds to primary education or the first stage of basic education, and the first year of Level 1 should mark the beginning of formal instruction in reading, writing, and mathematics. Accordingly, the fourth year of Level 1 should be fourth grade in most countries. To avoid testing very young children, however, PIRLS has a policy that the average age of children in the grade tested should not be below 9.5 years old. The PIRLS 2006 assessment was administered to carefully drawn random samples of students from the target population in each country. Because the accuracy of the PIRLS results depends on the quality of the national samples, the PIRLS team went to great lengths to work with participating countries to ensure efficient sampling design and implementation. For PIRLS 2006, national research coordinators worked on all phases of sampling in conjunction with staff from Statistics Canada. National coordinators were trained in how to select the school and student samples, and in how to use the WinW3S within-school sampling software provided by the IEA Data Processing and Research Center. In consultation with the PIRLS 2006 sampling referee (Keith Rust, Westat, Inc.), staff from Statistics Canada reviewed the national sampling plans, sampling data, sampling frames, and sample selections. The sampling documentation was used by the TIMSS & PIRLS International Study Center (in consultation with Statistics Canada and the sampling referee) to evaluate the quality of the samples. In a few situations where it was not possible to test the entire internationally desired population (i.e., all students enrolled in the fourth grade), countries were permitted to define a national desired population that excluded part of the internationally desired population. Exhibit A.4 shows any differences in coverage between the international and national desired populations. Almost all participants achieved 100% coverage, UNESCO Institute for Statistics. (1999). Operational manual for ISCED-1997. 289
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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 E Item Descriptions Develo
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394 appendix f: iceland and norway
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Appendix G Organizations and Indivi
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TIMSS & PIRLS International Study C
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