PIRLS 2011 Assessment Framework - Proj AVI

and the mechanisms it can establish for providing effective programsand incentives that foster reading and improve achievement.Languages and Emphasis on LiteracyThe historical background of language and literacy in a countrycan influence the challenges and instructional practices in teachingchildren to read. For example, some countries have one commonlyspoken language, but other countries have historical roots in twoor more languages and, additionally, widespread immigration canresult in a multilingual culture. Thus, decisions about the language(s)of instruction and how to implement those decisions can be verycomplicated.Also, the value that a country places on literacy and literacyactivities affects the commitment of time and resources necessary fora literature-rich environment. A country’s decision to make literacya priority is influenced in part by people’s backgrounds and beliefsabout the importance of literacy for success both within and outsideof school (Street, 2001). Even without extensive economic resources,countries can promote literacy through national and local policieson reading education. Outside of school, parents and others withinthe community can foster an environment that values reading byinviting and sharing experiences with text (Tse & Loh, 2007).Demographics and ResourcesThe characteristics of a country’s population and the nationaleconomy can have a tremendous impact on the relative ease ordifficulty of producing high rates of literacy among its peopleand on the availability and extent of the resources required. Thesheer size of a country geographically can create difficulties indelivering a uniformly rigorous curriculum, as can a very largepopulation. Having greater economic resources allows for bettereducational facilities and greater numbers of well-trained teachers36 | Chapter 3