PIRLS 2006 Encyclopedia

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PIRLS 2006 EncyclopediaReferences (continued)36 Elley, W. (2000). Supplementary Test ofAchievement in Reading Years 3, 4–6, and7–9. Wellington: New Zealand Council forEducational Research.37 Education Review Office. (2006). Assessmentin primary schools: a guide for parents.Wellington: Author.38 Gilmore, A. M., Croft, A. C., & Reid, N. A.(1981). Burt Word Reading Test New Zealandrevision. Wellington: New Zealand Councilfor Educational Research.39 Developed by Dame Marie Clay. TheMinistry of Education has published a videoresource kit, Using Running Records, whichis in all schools with students in Years 1 to3. Pūkete Pānui Haere provides a runningrecord assessment in the Māori language.New Zealand294
Ragnar Gees SolheimNational Centre for Reading Education and ResearchUniversity of StavangerNorwayLanguage and LiteracyNorwegian, the main language spoken in Norway, has a variety of dialects. There are twoforms of written Norwegian, Bokmaal and Nynorsk, which have been official languages ofNorway for nearly 100 years. Over 80% of the population writes Bokmaal, and a little lessthan 20% writes Nynorsk. Both languages are taught in school, therefore, all textbooksand other instructional materials must be available in both languages. In addition, theSámi population speaks and writes three distinctive Sámi languages, with most peoplespeaking North Sámi. In Norway, Sámi students in compulsory school have the right tobe educated in their own language. Beginning in first grade, Norwegian students alsoare taught English.Emphasis on LiteracyMake Space for Reading! is the national plan for improving reading. 1 Drawn up andinitiated by the Ministry of Education and Research for 2003 through 2007, the plan wasput into place when national and international studies indicated that Norwegian students’reading skills were unsatisfactory. The Directorate for Primary and Secondary Educationhas responsibility for the plan, which has the following three goals:• To improve reading skills and the motivation to read among children and youths;• To improve teachers’ skills at teaching reading, communication of literature, anduse of school libraries; and• To increase society’s awareness of reading as a basis for other learning, culturalskills, quality of life, and participation in working life and a democratic society.The action plan presents specific proposals for projects at primary school and atlower- and upper-secondary schools, as well as in libraries and colleges. These projectsinclude activities directed at students, teachers, and teachers in training. Activities at thesystem level include school strategy work, developing curricula, and assessing readingskills and behaviors through participation in national and international surveys. The planalso encourages extensive collaboration and network building among schools, betweenschools and colleges or research environments, and with communities and organizationsoutside of schools that are committed to the promotion of reading, such as librarians,publishers, and authors.295
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HungaryIldiko BalazsiPéter Balkán
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TIMSS & PIRLSInternational Study Ce
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