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1. Troubling Trends: An International Decline in Attitudes toward Reading. IEA Compass: Briefs in Education. Number 8

Author

International Association for the Evaluation of Educational Achievement (IEA) (Netherlands) and Hooper, Martin

Abstract

Trend results from the Progress in International Reading Literacy Study (PIRLS) show a decline from 2001 through 2016 in most countries in fourth graders' and their parents' reading attitudes, as measured by students like reading and parents like reading scale scores. Average students like reading scale scores, as reported by the students themselves, decreased between 2001 and 2016 in 13 of the 18 countries that participated in all cycles of PIRLS. Educators and educational policymakers should take notice of these falling trends in reading attitudes. Current curricula may need to be reevaluated to support the development of positive attitudes toward reading. Given that the results show the decline in reading attitudes involves not just students but also parents, policymakers should consider widespread campaigns and programs to promote positive attitudes toward reading among adults and families.

Published
2020

2. Methods and Procedures in PIRLS 2016

Author

International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), Boston College, TIMSS & PIRLS International Study Center, Martin, Michael O., Mullis, Ina V. S., Hooper, Martin, Martin, Michael O., Mullis, Ina V. S., Hooper, Martin, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), and Boston College, TIMSS & PIRLS International Study Center

Abstract

"Methods and Procedures in PIRLS 2016" documents the development of the Progress in International Reading Literacy Study (PIRLS) assessments and questionnaires and describes the methods used in sampling, translation verification, data collection, database construction, and the construction of the achievement and context questionnaire scales. In particular, "Methods and Procedures" documents the numerous quality assurance steps and procedures implemented by all those involved in the PIRLS 2016 assessments, including the TIMSS & PIRLS International Study Center, IEA Amsterdam and IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries and benchmarking entities. This report contains four sections and fourteen chapters. Section 1, Instrument Development, contains the following chapters: (1) Developing the PIRLS 2016 Achievement Items (Ina V. S. Mullis and Caroline O. Prendergast); and (2) Developing the PIRLS 2016 Context Questionnaires (Martin Hooper and Bethany Fishbein). Section 2, Sampling, contains the following chapters: (3) Sample Design in PIRLS 2016 (Sylvie LaRoche, Marc Joncas, and Pierre Foy); (4) Estimating Standard Errors in the PIRLS 2016 Results (Pierre Foy and Sylvie LaRoche); and (5) Sample Implementation in PIRLS 2016 (Sylvie LaRoche and Pierre Foy). Section 3, Data Collection Procedures, contains: (6) Survey Operations Procedures in PIRLS 2016 (Ieva Johansone); (7) Translation and Layout Verification for PIRLS 2016 (David Ebbs and Erin Wry); (8) Quality Assurance Program for PIRLS 2016 (Ieva Johansone and Erin Wry); and (9) Creating the PIRLS 2016 International Database (Sebastian Meyer, Mark Cockle, and Milena Taneva). Section 4, Reporting, contains: (10) Reviewing the PIRLS 2016 Achievement Item Statistics (Pierre Foy, Michael O. Martin, Ina V. S. Mullis, and Liqun Yin); (11) PIRLS 2016 Achievement Scaling Methodology; (12) Scaling the PIRLS 2016 Achievement Data (Pierre Foy and Liqun Yin); (13) Using Scale Anchoring to Interpret the PIRLS and ePIRLS 2016 Achievement Scales (Ina V. S. Mullis and Caroline O. Prendergast); and (14) Creating and Interpreting the PIRLS 2016 Context Questionnaire Scales (Michael O. Martin, Ina V. S. Mullis, Martin Hooper, Liqun Yin, Pierre Foy, Bethany Fishbein, and Jenny Liu). [Individual chapters contain references.]

Published
2017

3. PIRLS 2016 International Results in Reading

Author

International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), Boston College, TIMSS & PIRLS International Study Center, Mullis, Ina V. S., Martin, Michael O., Foy, Pierre, and Hooper, Martin

Abstract

PIRLS (Progress in International Reading Literacy Study) was inaugurated in 2001 as a follow-up to International Association for the Evaluation of Educational Achievement's 1991 Reading Literacy Study. Conducted every five years, PIRLS assesses the reading achievement of young students in their fourth year of schooling--an important transition point in their development as readers. Typically, by this time in their schooling, students have learned how to read and are now reading to learn. Fifty 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 "PIRLS 2016 International Results in Reading" includes 10 chapters or sections providing overviews in the form of infographics and numerous exhibits summarizing student achievement distributions, performance at the PIRLS International Benchmarks, achievement trends over time, and achievement in relation to students' home, school, and classroom educational contexts for learning to read.

Published
2017

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