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Exhibit 5.6 Emphasis on Reading Curriculum in the Schools . . . . . . . . . . . . . . . . . . . . . . . 170 Exhibit 5.7 Emphasis on Purposes for Reading in the Reading Curriculum . . . . . . . . . . . . . . 171 Exhibit 5.8 Emphasis on Processes of Comprehension in the Reading Curriculum . . . . . . . . . 174 Exhibit 5.9 Schools’ Grade-by-Grade Emphases on Reading Comprehension Skills or Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 How Much Instructional Time Is Devoted to Reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Exhibit 5.10 Intended and Implemented Weekly Instructional Time for Language and Reading (Formal and Integrated) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Exhibit 5.11 Number of Hours Reading Is Taught Weekly (Formal and Integrated) with Trends . . 182 Exhibit 5.12 Teachers Spend Time for Formal Reading Instruction . . . . . . . . . . . . . . . . . . . . 183 Exhibit 5.13 Frequency of Reading Instruction During the Week . . . . . . . . . . . . . . . . . . . . . 184 Exhibit 5.14 Teachers’ Time Spent on Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . 185 How Are Classes Organized for Reading Instruction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Exhibit 5.15 Organization of Students for Reading Instruction . . . . . . . . . . . . . . . . . . . . . . 187 Exhibit 5.16 Class Size for Reading and Language Instruction with Trends* . . . . . . . . . . . . . . 188 How Do Schools Help Students with Reading Difficulties? . . . . . . . . . . . . . . . . . . . . . . . . . 191 Exhibit 5.17 Students In Class Needing Special Instruction . . . . . . . . . . . . . . . . . . . . . . . . . 192 Exhibit 5.18 Availability of Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Chapter 6 195 Teachers and Reading Instruction What Education and Training Do Teachers Have for Teaching Reading?. . . . . . . . . . . . . . . . 195 Exhibit 6.1 Reading Teachers’ Formal Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Exhibit 6.2 Areas of Emphasis in Teachers’ Formal Education and Training . . . . . . . . . . . . . . 199 What Are the Background Characteristics and Responsibilities of Reading Teachers? . . . . . 200 Exhibit 6.3 Teachers’ Gender, Age, and Number of Years Teaching . . . . . . . . . . . . . . . . . . . 201 Exhibit 6.4 Teachers’ Teaching Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 What Instructional Resources Do Teachers Use? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Exhibit 6.5 Materials Schools Used for Their Reading Instructional Programs . . . . . . . . . . . . 206 Exhibit 6.6 Materials Used by Teachers for Reading Instruction . . . . . . . . . . . . . . . . . . . . . 208 Exhibit 6.7 Teachers’ Use of Literary Texts for Reading Instruction . . . . . . . . . . . . . . . . . . . . 211 Exhibit 6.8 Teachers’ Use of Informational Texts for Reading Instruction . . . . . . . . . . . . . . . . 212 Exhibit 6.9 Trends in Teachers’ Use of Literary and Informational Texts for Reading Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 How Often Do Students Read Aloud and Independently in Class?. . . . . . . . . . . . . . . . . . . . 214 Exhibit 6.10 Emphasis on Decoding and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Exhibit 6.11 Teachers Ask Students to Do Classroom Activities at Least Weekly to Develop Reading Comprehension Skills or Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Exhibit 6.12 Teachers’ Reports About Reading Aloud or Silently in Class . . . . . . . . . . . . . . . . 218 Exhibit 6.13 Students’ Reports About Students Reading Aloud in Class . . . . . . . . . . . . . . . . . 220 Exhibit 6.14 Students’ Reports About Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . 221 What Activities Do Students Do in Response to Class Reading?. . . . . . . . . . . . . . . . . . . . . . 222 Exhibit 6.15 Teachers’ Reports About Reading Comprehension Activities After Instruction with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Exhibit 6.16 Students Answer Questions Aloud About Class Reading . . . . . . . . . . . . . . . . . . 225 Exhibit 6.17 Students Answer Questions in Workbooks or Worksheets About Class Reading . . . 226 Exhibit 6.18 Students Write Something About Class Reading . . . . . . . . . . . . . . . . . . . . . . . 227 Exhibit 6.19 Teachers’ Reports on Giving a Written Quiz or Test After Students Read . . . . . . . . . 228 What Library Resources Are Available and How Are They Used? . . . . . . . . . . . . . . . . . . . . . 229 Exhibit 6.20 Access to School and Classroom Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Exhibit 6.21 Students Visit and Borrow Books from School or Local Library . . . . . . . . . . . . . . 231 How Are Computers Used for Reading Instruction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Exhibit 6.22 Computer Availability and Instructional Use with Trends . . . . . . . . . . . . . . . . . . 233 What Is the Role of Reading Homework? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 How Do Teachers Assess Reading Progress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Exhibit 6.23 Index of Reading for Homework (RFH) with Trends . . . . . . . . . . . . . . . . . . . . . . 236 Exhibit 6.24 Emphasis on Sources to Monitor Students’ Progress in Reading with Trends. . . . . . 238 Exhibit 6.25 Approaches to Assessing Students’ Performance in Reading with Trends. . . . . . . . 241 Exhibit 6.26 Teachers’ Reports on Uses to Which Classroom Assessment of Reading Is Put . . . . . 242 Chapter 7 245 School Contexts What Are the Schools’ Demographic Characteristics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Exhibit 7.1 Principals’ Reports on Their Schools’ Locations with Trends . . . . . . . . . . . . . . . . 249 Exhibit 7.2 Principals’ Reports on Their Primary Grade Students Coming from Economically Disadvantaged Homes with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Exhibit 7.3 Principals’ Reports on Primary Grade Students Not Speaking the Language of the Test as Their First Language with Trends . . . . . . . . . . . . . . . . . . . . . . . . 252 What Is the Role of the School Principal? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 What Shortages of School Resources Affect Reading Instruction? . . . . . . . . . . . . . . . . . . . . 254 Exhibit 7.4 Principals’ Time Spent on Various School–related Activities . . . . . . . . . . . . . . . . 256 Exhibit 7.5 Index of Availability of School Resources (ASR) with Trends . . . . . . . . . . . . . . . . 259 Exhibit 7.6 Workspace for Teachers Provided by Schools . . . . . . . . . . . . . . . . . . . . . . . . . 260 Exhibit 7.7 Schools’ Reports of Availability of Computers for Instructional Purposes with Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 What Is the Level of Home-School Involvement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Exhibit 7.8 Index of Home–School Involvement (HSI) with Trends . . . . . . . . . . . . . . . . . . . 264 Exhibit 7.9 Teachers Communicating with Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 What Are the School Attendance Levels and Climate Characteristics? . . . . . . . . . . . . . . . . . 266 Exhibit 7.10 Parents Discuss Their Child’s Classroom Reading Work with Him or Her . . . . . . . . . 267 Exhibit 7.11 Seriousness of Absenteeism in Schools with Trends . . . . . . . . . . . . . . . . . . . . . 268 Exhibit 7.12 Index of Principal’s Perception of School Climate (PPSC) with Trends . . . . . . . . . . 271 Exhibit 7.13 Index of Teacher Career Satisfaction (TCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 How Safe Are Schools? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Exhibit 7.14 Index of Parents’ Perceptions of School Environment (PPSE) . . . . . . . . . . . . . . . . 276 Exhibit 7.15 Index of Student Safety in School (SSS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Exhibit 7.16 Index of Principals’ Perception of School Safety (PPSS) with Trends . . . . . . . . . . . 279
Page 3 and 4: PIRLS 2006 International Report IEA
Page 5 and 6: Contents Executive Summary 1 Introd
Page 7: Chapter 3 105 Literacy-related Acti
Page 11: Appendix C 327 Percentiles and Stan
Page 14 and 15: executive summary Building on the P
Page 16 and 17: Changes in Reading Achievement: PIR
Page 18 and 19: executive summary percentages of st
Page 20 and 21: ▶ ▶ ▶ ▶ ▶ executive summa
Page 22 and 23: 10 executive summary ▶ ▶ ▶
Page 24: 1 executive summary ▶ ▶ ▶ ▶
Page 28 and 29: 16 introduction The IEA (Internatio
Page 30 and 31: 18 introduction An important innova
Page 32 and 33: 20 introduction What Background Inf
Page 34 and 35: 22 introduction Exhibit Countries P
Page 36 and 37: 24 introduction For the sake of com
Page 38 and 39: 26 introduction Exhibit 2 Exhibit 2
Page 40 and 41: 28 introduction Which Students Were
Page 42 and 43: 30 introduction Exhibit Exhibit 3 3
Page 44: 32 introduction The student samplin
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Chapter 3 Literacy-related Activiti
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Chapter 4 Students’ Reading Attit
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Chapter 5 School Curriculum and Org
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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 D Sample Passages, Questio
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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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