ERIC ED580353: PIRLS 2016 International Results in Reading

2017·81.6 MB·English

by  ERIC

PIRLS 2016
International Results
in Reading
Ina V.S. Mullis
Michael O. Martin
TIMSS & PIRLS
Pierre Foy International Study Center
Martin Hooper Lynch School of Education
Copyright © 2017 International Association for the Evaluation of
Educational Achievement (IEA)
pirls 2016 International Results in Reading
Mullis, I.V.S., Martin, M.O., Foy, P., & Hooper, M. (2017).
Publishers: TIMSS & PIRLS International Study Center,
Lynch School of Education, Boston College
and
International Association for the Evaluation of Educational Achievement (IEA)
Library of Congress Catalog Card Number: 2017912121
ISBN: 978-1- 889938-48- 6
For more information about PIRLs contact:
TIMSS & PIRLS International Study Center
Lynch School of Education
Boston College
Chestnut Hill, MA 02467
United States
tel: [phone]
fax: [phone]
e-mail: [email protected]
pirls.bc.edu
Boston College is an equal opportunity, affirmative action employer.
Printed and bound in the United States.
Table of Contents
What Makes a Good Reader: International
Findings from PIRLS 2016 ix

About PIRLS 2016 1

Overview 3
PIRLS 2016 3
Quality Assurance 4
PIRLS 2016 Results 5
Exhibit 1: Countries Participating in PIRLS 2016 6
Exhibit 2: Grade Assessed and Average Age of the
Students Assessed in PIRLS 2016 8
Exhibit 3: Percentages of Students Who Liked Reading
the PIRLS Passages 13
Chapter 1
Student Achievement 15

Overview Infographic 17
Exhibit 1 1: Distribution of Reading Achievement 19
Exhibit 1 2: Multiple Comparisons of Average Reading
Achievement 22
Exhibit 1 3 and 1 4: Trends in Reading Achievement 25
Exhibit 1 5: Average Reading Achievement by Gender 35
Exhibit 1 6: Trends in Reading Achievement by Gender 38
Chapter 2
Performance at International Benchmarks 45

Overview Infographic 47
The PIRLS 2016 International Benchmarks of
Reading Achievement 49
TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Overview of the PIRLS 2016 Texts and Items 49
Description of the Literary and Informational Texts 50
Description of the PIRLS 2016 International Benchmarks 52
Exhibit 2 1: Performance at the International Benchmarks of
Reading Achievement 54
Exhibit 2 2: Percentages of Students Reaching the International
Benchmarks of Reading Achievement Across Assessment Years 57
Exhibit 2 3: Low International Benchmark (400) 59
Exhibit 2 4: Intermediate International Benchmark (475) 7 0
Exhibit 2 5: High International Benchmark (550) 84
Exhibit 2 6: Advanced International Benchmark (625) 96
Chapter 3
Achievement in Reading Purposes and
Comprehension Processes 107

Overview Infographic 109
Exhibit 3 1: Achievement in Reading Purposes 111
Exhibit 3 2: Achievement in Comprehension Processes 115
Exhibit 3 3 and 3 4: Trends in the Reading Purposes 118
Exhibit 3 5 and 3 6: Trends in the Comprehension Processes 129
Exhibit 3 7: Achievement in Reading Purposes and
Comprehension Processes by Gender 140
Chapter 4
Home Environment Support 143

Overview Infographic 145
Exhibit 4 1 and 4 2: Home Resources for Learning 147
Exhibit 4 3: Students Speak the Language of the Test at Home 153
Exhibit 4 4: Parents Like Reading 156
Exhibit 4 5: Early Literacy Activities Before Beginning
Primary School 159
TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Exhibit 4 6 and 4 7: Attended Preprimary Education 162
Exhibit 4 8: Could Do Literacy Tasks When Beginning
Primary School 167
Chapter 5
School Composition and Resources 171

Overview Infographic 174
Exhibit 5 1: School Composition by Socioeconomic
Background of the Student Body 175
Exhibit 5 2: Schools with Students Having the Language of the
Test as Their Native Language 178
Exhibit 5 3: Schools Where Students Enter the Primary
Grades with Literacy Skills 181
Exhibit 5 4: Instruction Affected by Reading Resource Shortages -
Principals’ Reports 184
Exhibit 5 5: Size of School Library 187
Exhibit 5 6: Schools with Computers Available for Instruction 190
Chapter 6
School Climate 193

Overview Infographic 195
Exhibit 6 1: Parents’ Perceptions of Their Child’s School 197
Exhibit 6 2 and 6 3: School Emphasis on Academic Success 200
Exhibit 6 4: Emphasis in Early Grades on Reading Skills
and Strategies 205
Exhibit 6 5: Teacher Job Satisfaction 208
Exhibit 6 6: Students’ Sense of School Belonging 211
TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Chapter 7
School Discipline and Safety 215

Overview Infographic 217
Exhibit 7 1: School Discipline - Principals’ Reports 219
Exhibit 7 2: Safe and Orderly School - Teachers’ Reports 222
Exhibit 7 3: Student Bullying 225
Chapter 8
Teachers’ and Principals’ Preparation 229

Overview Infographic 231
Exhibit 8 1 and 8 2: Teachers’ Formal Education 233
Exhibit 8 3: Teachers’ Years of Experience 238
Exhibit 8 4: Teacher Time Spent on Professional Development
Related to Reading in the Past Two Years 241
Exhibit 8 5: Principals’ Formal Education 244
Exhibit 8 6: Principals’ Years of Experience 247
Chapter 9
Classroom Instruction 251

Overview Infographic 253
Exhibit 9 1: Instruction Time Spent on Language and Reading 255
Exhibit 9 2: Teachers Develop Students’ Reading
Comprehension Skills and Strategies 258
Exhibit 9 3: Organizing Students for Reading Instruction 261
Exhibit 9 4: Classroom Libraries 264
Exhibit 9 5 and 9 6: Types of Texts Assigned for
Reading Instruction 267
Exhibit 9 7 and 9 8: Computers for Reading Lessons 2 72
Exhibit 9 9: Classroom Instruction Limited by Student Attributes 277
Exhibit 9 10: Frequency of Student Absences 280
Exhibit 9 11: Students Arrive at School Feeling Tired or Hungry 283
TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Chapter 10
Student Engagement and Attitudes 287

Overview Infographic 289
Exhibit 10 1: Students Engaged in Reading Lessons 291
Exhibit 10 2: Students Like Reading 294
Exhibit 10.3: Students Confident in Reading 297
Appendices 301

Appendix A
Countries Participating in PIRLS 2016
and in Earlier PIRLS Assessments 303

Appendix A 1: Countries Participating in PIRLS 2016 and
in Earlier PIRLS Assessments 303
Appendix B
Characteristics of the Items in the
PIRLS 2016 Reading Assessment 305

Appendix B 1: Distribution of Assessment Items by Reading
Purposes, Comprehension Processes, and Item Format 305
Appendix C
Population Coverage and Sample
Participation Rates 306

Appendix C 1: Coverage of PIRLS 2016 Target Population 306
Appendix C 2: School Sample Sizes 308
Appendix C 3: Student Sample Sizes 309
Appendix C 4: Participation Rates (Weighted) 311
Appendix C 5: Trends in Student Populations 313
TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Appendix D
Percentage of Students with Achievement
Too Low for Estimation 314

Appendix D 1: Percentage of Students with Achievement
Too Low for Estimation* 314
Appendix E
Average Percent Correct in the Reading
Purposes and Comprehension Processes 316

Appendix E 1: Average Percent Correct in the Reading
Purposes and Comprehension Processes 316
Appendix E 2: Average Percent Correct in the Reading Purposes
and Comprehension Processes – PIRLS Literacy 318
Appendix F
Percentiles and Standard Deviations of
Reading Achievement 319

Appendix F 1: Percentiles of Reading Achievement 319
Appendix F 2: Standard Deviations of Reading Achievement 321
Appendix G
Organizations and Individuals Responsible
for PIRLS 2016 323

Appendix H
Restricted Use Passages, Questions, and
Scoring Guides 333

TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
What Makes a Good Reader:
International Findings from PIRLS 2016
Students in the Russian Federation and Singapore Had the Highest
Reading Achievement
F
ifty countries from around the world participated in the PIRLS 2016 international assessment
of reading comprehension at the fourth grade, and in every country there was a wide range of
reading achievement from basic skills to advanced comprehension. The fourth grade students in
the Russian Federation and Singapore had the highest reading achievement on average. These two
countries also had more than one-fourth of their students reaching the PIRLS Advanced International
Benchmark. Students reaching this level interpreted, integrated, and evaluated story plots and
information in relatively complex texts. Hong Kong SAR, Ireland, Finland, Poland, and Northern Ireland
also performed very well, with approximately one-fi fth of their students reaching the Advanced
Benchmark.
Russian Federation 581 Singapore 576
Hong Kong SAR 569 Ireland 567 Finland 566
Poland 565 Northern Ireland 565
In terms of basic reading literacy, it is noteworthy that in more than half of the PIRLS 2016 countries
almost all of the students (more than 95 percent) demonstrated fundamental reading skills. These
students could locate and reproduce ideas and information from text and make straightforward
inferences.
PIRLS 2016 Trends Indicate an Increase in Good Readers Internationally
T
PIRLS countries with both here are internationally more good readers than
there were 15 years ago. The trends over time since the
long term and short term gains
inception of PIRLS in 2001 show more increases than
• Hungary • Russian Federation decreases in achievement. Eleven countries improved
over the long term (2001 to 2016) and only 2 declined;
• Italy • Slovenia

18 improved over the short term (2011 to 2016),
• Norway
compared to 10 declining.
More Girls Than Boys Are Good Readers
G
irls had higher average achievement than boys in 48 of the 50 PIRLS
2016 countries, and boys did not have higher achievement in any
countries. The gender gap in reading achievement has favored girls
since 2001 and does not appear to be closing.
WHAT MAKES A GOOD READER TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center ix
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/
Good Readers Have Home Environments That Support Literacy Learning
Across countries, higher reading achievement was related to:
• More home resources that support learning (books in the home,
study supports, and educated parents with professional/technical
occupations)
• More digital devices in the home
• Parents who like to read
As a matter of some concern, there was a decrease in parents’ positive attitudes toward reading since
2011 in 31 countries, and only 2 countries had an increase. On average in 2016, only 32 percent of
the students’ parents liked to read a lot and 17 percent reported they did not like to read.
Good Readers Had an Early Start in Literacy Learning
P
IRLS indicates two basic ways students get an early start in literacy learning:
• Having parents who often engage them in early literacy activities
• Attending preprimary education
Parents are students’ fi rst teachers, and 39 percent of the students had
parents who reported often engaging their children in early literacy
activities such as reading, talking, or singing to them as well as telling them
stories and teaching them to write alphabet letters. These students had higher reading achievement
than students whose parents engaged them less frequently in early literacy activities.

According to their parents, 59 percent of the PIRLS students had attended 3 years or more of
preprimary school. There was a positive relationship between the number of years that students had
attended preprimary school and higher reading achievement.

According to their parents—whether through parental encouragement of early literacy learning,
attending preprimary education, or both—29 percent of the students were able to perform early
literacy tasks very well when they began primary school. These students had higher reading
achievement in the fourth grade than their classmates who started school with only moderate literacy
skills or few skills. On a positive note, trends showed increases in 16 countries and only 1 decrease
compared to 2011 in students’ time spent on early literacy activities.
Good Readers Attended Well Resourced, Academically Oriented Schools
A
cross the countries, students had higher reading achievement on average if they attended schools:
• With more affl uent than economically disadvantaged students
• Where a higher proportion of their peers had early reading and
writing skills when entering fi rst grade
• Where instruction was not affected by reading resource shortages
WHAT MAKES A GOOD READER TIMSS & PIRL S
PIRLS 2016 INTERNATIONAL RESULTS IN READING International Study Center x
Lynch School of Education
Downloaded from http://pirls2016.org/download-center/