Journal articles: 'PIRLS Progress in International Reading Literacy Study'

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Dadabayeva, Hayotxon. "INTERNATIONAL ASSESSMENT PIRLS." GOLDEN BRAIN 2, no. 16 (2024): 14–18. https://doi.org/10.5281/zenodo.13827135.

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The progress in International Reading Literacy Study (PIRLS) is a large-scale, international assessment designed to measure the reading comprehension abilities of fourth-grade students worldwide. Administered every five years, PIRLS evaluates how well students can understand and interpret written texts, with the aim of providing a comparative analysis of educational systems across countries. PIRLS focuses on two key areas: reading for literary experience and reading to acquire and use information. It offers insights into instructional practices, home environments, and socio-economic factors that impact reading development. Countries participating in PIRLS use the data to inform educational policies and improve reading literacy programs. Since its inception in 2001, PIRLS has expanded to include prePIRLS, an easier version of the test for emerging readers, and ePIRLS, a digital reading component. The results offer critical insights into the strengths and weaknesses of reading education worldwide, making PIRLS a valuable tool for educators, policymakers, and researchers interested in improving reading outcomes for students globally.

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Sailau, Zhupar Baimaganbetkyzy, and Ainash Khaliullinovna Davletova. "KAZAKHSTAN'S PERFORMANCE IN THE INTERNATIONAL PIRLS STUDY." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 70 (December 18, 2023): 55–58. https://doi.org/10.5281/zenodo.10402065.

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This article analyzes the indicators and findings of the PIRLS International Reading Literacy Progress Study of Kazakhstan. Kazakhstan participated in two cycles of the PIRLS International Progress in Literacy Study. Downward dynamics was observed among the results of the study. The factors that influenced the dynamics and the order of work performance in Kazakhstan are shown

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Muelle, Luis. "L’étude PIRLS (Progress in International Reading Literacy Study)." Revue internationale d'éducation de Sèvres, no. 34 (December 1, 2003): 17–20. http://dx.doi.org/10.4000/ries.1564.

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Khuzhamkulova, N., M. Khayitova, and K. Tursunova. "Study of Pedagogical-Psychological Research of Improving Reading Literacy of Primary Grade Students on The Basis of Egra, Pirls International Programs." European International Journal of Pedagogics 5, no. 4 (2025): 224–27. https://doi.org/10.55640/eijp-05-04-54.

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This article analyzes the process of improving reading literacy of primary school students from a pedagogical and psychological point of view, based on international assessment systems - EGRA (Early Grade Reading Assessment) and PIRLS (Progress in International Reading Literacy Study). The study examines the role of these programs in developing reading literacy skills, their main evaluation criteria, and directions for improving the educational process based on their results. It also analyzes foreign and domestic scientific research on improving reading literacy of primary school students. The significance of this study is that it opens up opportunities for improving teaching methodologies based on international experience, developing approaches that meet national educational standards, and using effective methods to shape students' reading culture.

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Roux, Karen, Surette van Staden, and Elizabeth J. Pretorius. "Investigating the differential item functioning of a PIRLS Literacy 2016 text across three languages." Journal of Education, no. 87 (July 25, 2022): 1–21. http://dx.doi.org/10.17159/2520-9868/i87a07.

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This study forms part of a larger study (Roux, 2020), which looked at the equivalence of a literary text across English, Afrikaans, and isiZulu from the Progress in International Reading Literacy Study (PIRLS). PIRLS is a large-scale reading comprehension assessment that assesses Grade 4 students' reading literacy achievement. PIRLS Literacy 2016 results for South African Grade 4 students indicated poor performance in reading comprehension, with approximately eight out of 10 Grade 4 students who could not read for meaning. Descriptive statistics led to the Rasch analysis, which was conducted using the South African PIRLS Literacy 2016 data. Even though the Rasch analysis indicated differential item functioning across the three languages for this specific passage, there was no universal discrimination against one particular language. By conducting differential item functioning, it was possible to determine whether the selected text had metric equivalence, in other words, whether the test questions were of similar difficulty across languages.

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Inoyatova, Z.X. Turdiyev S.R. Islomov Z.F. Nurmuratova I. N. "PROSPECTS OF IMPLEMENTING INTERNATIONAL ASSESSMENT PROGRAMS IN PRIMARY EDUCATION." INTERNATIONAL BULLETIN OF ENGINEERING AND TECHNOLOGY 2, no. 12 (2022): 52–57. https://doi.org/10.5281/zenodo.7450380.

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This article focuses on the introduction of international assessment programs in Primary Education, Foreign experience in improving literacy of Primary School students, International Assessment Program PIRLS (progress in international reading and literacy study), which is currently considered one of the most pressing issues.

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Lam, Joseph W. I., W. M. Cheung, Doreen W. H. Au, Hector W. H. Tsang, Wendy W. Y. So, and Yue Zhu. "An International Reading Literacy Study: Factor Structure of the Chinese Version of the Student Questionnaire (PIRLS-SQCV 2011)." Education Research International 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/4165089.

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The student questionnaire (PIRLS-SQ 2011) of the Progress in International Reading Literacy Study (PIRLS) was designed to gather information from pupils on reading literacy development as to aspects of pupils’ self-lives, home, and school lives across countries/districts. In order to serve the purposes of research and international comparison, the questionnaire was translated into various languages. Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the current study investigates the psychometric properties of the Chinese version of the student questionnaire (PIRLS-SQCV 2011) and identifies its underlying factor structure among Chinese fourth-grade pupils in Hong Kong. A 10-factor structure model was identified and much resemblance could be drawn to the original PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.

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Van Staden, Surette, and Sunet Grobler. "From Policy to Practice: Monitoring SDG Targets with PIRLS 2021 Austrian Data." Studia paedagogica 29, no. 3 (2025): 52–79. https://doi.org/10.5817/sp2024-3-3.

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This study uses the Progress in International Reading Literacy Study (PIRLS) 2021 data to test quality education targets related to primary education achievement, early childhood, skills for work, equity, the learning environment, and teachers' highest levels of qualification. Using Austrian data as a specific case, a regression analysis was performed on items from the student, home, and teacher questionnaires with overall reading literacy achievement as the outcome variable. Results show a drop in Austrian primary education reading literacy achievement between PIRLS 2016 and PIRLS 2021. Targets of early childhood, skills for work, equity, and a safe and effective learning environment are statistically significantly related to reading achievement. Boys trail girls in reading achievement, and higher teacher qualifications do not translate into significantly better reading results. The study's focus on targets with evidence from PIRLS raises two issues: the extent of the PIRLS contribution to measuring and monitoring SDG 4 targets and how PIRLS can help operationalize interconnected targets.

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Simon, Marielle. "Achievement Assessment Programs in Reading and Writing: What Lessons Can Be Learned?" Canadian Journal of Program Evaluation 22, no. 3 (2008): 165–81. http://dx.doi.org/10.3138/cjpe.0022.012.

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Abstract: Canada and its provinces and territories regularly subscribe to student achievement programs, primarily for social accountability purposes. In addition to administering their own provincial and territorial programs, they have participated for the past 30 years in the Third International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and School Achievement Indicators Program (SAIP), recently replaced by the Pan-Canadian Assessment Program (PCAP). These programs assess the achievement of primary and secondary students in mathematics, science, reading, and writing. The PIRLS, PISA and PCAP all have a reading component, but only SAIP has a section on writing.

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Zimmerman, Lisa, and Sarah Jane Howie. "MOVING FROM A DISCOURSE OF ACCESS TO READING INSTRUCTIONAL MATERIALS TO THE MANAGEMENT AND UTILISATION THEREOF: PROGRESS IN INTERNATIONAL READING LITERACY STUDY AT GRADE 4 IN SOUTH AFRICA." Mousaion: South African Journal of Information Studies 34, no. 2 (2016): 31–53. http://dx.doi.org/10.25159/0027-2639/1036.

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Two cycles of the Progress in International Reading Literacy Study (PIRLS) were completed in South Africa in 2006 and 2011. In this article, we investigate the qualities of high-performing reading literacy schools for optimal resource management and utilisation strategies for possible application to low-performing schools. We do this against the background of reports on reading resource shortages and inadequacies in the context of reading literacy learning from both of the PIRLS main studies. This is done by comparing six case study schools with varying contexts and performance levels. The findings from a secondary analysis using the PIRLS 2006 data together with six case studies using international reading benchmarks from PIRLS 2006 to depict performance levels, confirmed that learners in low-performing schools from the study had inadequate access to reading instruction resources. This appeared partly attributable to inadequate funding and government provisioning; ineffective resource management at school level and non-resourcefulness of teachers at classroom level exacerbating reading resource inadequacies; as well as ineffective utilisation of materials at these low-performing schools. The resource management and utilisation strategies of high-performing case study schools were found to be potential models for schools with inadequate strategies.Â

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Mahmudova, Namuna. "IMPLEMENTING PREPARATION FOR THE PIRLS INTERNATIONAL ASSESSMENT PROGRAM IN 4TH GRADE EDUCATIONAL CLASSES." Eurasian Journal of Academic Research 1, no. 2 (2021): 1014–18. https://doi.org/10.5281/zenodo.4904126.

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Mahliyo, Xoliqova. "PIRLS XALQARO TADQIQOTI TARIXI, MAQSADI VA VAZIFALARI." CENTRAL ASIAN JOURNAL OF EDUCATION AND INNOVATION 2, no. 3 (2023): 126–28. https://doi.org/10.5281/zenodo.7739391.

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Cornelia, Uspessy Shuha, and Ilza Mayuni. "Macao, Qatar and Jordan: A Cross-Country Exploration of Three Countries’ Literacy Enrichment Programs." Elsya : Journal of English Language Studies 6, no. 2 (2024): 161–71. http://dx.doi.org/10.31849/elsya.v6i2.17793.

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When assessing a country’s level of education, referring to their Programme for International Student Assessment (PISA) scores can be stated as an overused trend, one that has been criticised as PISA alone is not the most perfect way to judge a country’s readiness. To address this weakness, this study will also refer to the Progress in International Reading Literacy Study (PIRLS), another world-class test that specifically focuses on literacy, yet has been underutilised in reading-related research. This paper is a case study on three countries which have shown different levels of performances. Using PISA and PIRLS reports as the main data and general literature review to supplement the contextual details of the reported results, the analysis focused on how Macao, Qatar and Jordan employ diverse strategies to cultivate and elevate literacy skills among their students. Results show that Macao is a leader in government-led efforts that focused on developing teacher competence, Qatar develops their children’s literacy through collaboration and competition, and Jordan focuses on all language skills in balance (with few programs exclusively concerned on reading competence). The novelty of the findings is its comparison of two international assessments that have a different scope, as PISA offers a holistic view of contextual factors affecting literacy whereas PIRLS covers information that are crucial for understanding early literacy development.

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Cheung, Wai Ming, Joseph W. I. Lam, Doreen W. H. Au, Hector W. H. Tsang, and Stephanie W. Y. Chan. "Examining Factor Structure of the Chinese Version of the PIRLS 2011 Home Questionnaire." Education Research International 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/7574107.

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The home questionnaire of the Progress in International Reading Literacy Study (PIRLS-HQ 2011) was designed to gather information from parents or primary caregivers of fourth-grade pupils on their reading literacy development related to aspects of pupils’ home lives across countries/districts. The questionnaire was translated into different languages for international comparison and research purposes. This study aims to assess the psychometric properties of the Chinese version of the PIRLS 2011 home questionnaire (PIRLS-HQCV 2011) and identify the underlying factor structure using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) among Chinese fourth-grade pupils in Hong Kong. A 7-factor structure model has been identified by EFA and confirmed to resemble much to the original PIRLS structure by CFA. Additional conceptually important domains have been identified which add further insights into the inconclusive results in the literature regarding the relationship between home factors and reading achievement. Implications for further studies are discussed.

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Plavčan, Peter. "THE COMPARISON OF PIRLS, TIMSS, AND PISA EDUCATIONAL RESULTS IN MEMBER STATES OF THE EUROPEAN UNION." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 191–95. http://dx.doi.org/10.12955/pss.v1.70.

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The PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study), and PISA (Programme for International Student Assessment) have become gold standards for the international comparison of children’s performances, when aged 10 and 15 years. This paper focuses on secondary analysis of basic statistical indicators on reading literacy (PIRLS), as well as the mathematics and scientific literacy (TIMSS) of pupils at 10 years of age, followed by their reading, mathematics and scientific literacy at 15 years of age (PISA). It compares the pupils’ main educational results in PIRLS and TIMSS with their PSA results. PIRLS, TIMSS, and PISA help to identify key problems within pupils’ educational levels in these selected literacies and create effective educational policy measures. One aspect of the comparison within the research paper is the aggregate indicator; this is the arithmetic mean of PIRLS and TIMSS results, using pupils’ PIRLS results from 2001, 2006, 2011 and 2016, and TIMSS results from 2007, 2011 and 2015. The other aspect of the comparison is the aggregate indicator; which is the arithmetic mean of pupils’ PISA results for 2006, 2009, 2012 and 2015. A significant relationship was found to exist between the arithmetic mean of pupils’ PIRLS, TIMSS, and PISA results. Political and professional policy decisions within schooling affect the early years of pupils’ school attendance. This has a significant impact on their future education at all levels of schooling. The findings of this paper support a hypothesis regarding the effects of pupils’ educational performance and the need for measures to improve education in schools that should be adopted on an ongoing basis.

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Alajmi, Mohammed Saleh, and Sarah Moosa Mahmood Ali Al Balushi. "Reading Comprehension Questions in Fourth Grade Arabic Language Textbooks in Oman: An Analysis From the Perspective of Progress in International Reading Literacy Study." Theory and Practice in Language Studies 14, no. 11 (2024): 3355–64. http://dx.doi.org/10.17507/tpls.1411.04.

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The study aimed to determine the extent to which the reading comprehension questions in the book, I Love My Language for the Fourth Grade, Part One and Two, consider the reading comprehension processes. It also measured the level of consideration of the reading comprehension questions for the reading comprehension processes by the international study Progress in International Reading Literacy Study (PIRLS). The descriptive analytical method was used, and its tool was a content analysis card, which included four processes with 237 questions. The results showed that the book I Love My Language for the fourth grade included the four reading comprehension processes and carefully analyzed most of its sub-processes. It is recommended to reconsider the balance of processes in the book. This is important in light of the reading comprehension processes and the diversity of reading comprehension questions. It is necessary to take into account the four comprehension processes and their sub-processes in the two parts measured by the international study "PIRLS".

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Soudani, Kaouther. "Does Early Childhood Education Matter on Reading Achievement Among Arab Countries." International Journal of Sustainable Development Research 10, no. 4 (2024): 133–44. http://dx.doi.org/10.11648/j.ijsdr.20241004.11.

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Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.

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Ziganshina, Chulpan R., and Tatyana V. Mazaeva. "Diversion of qualitative characteristics of text complexity (a case study of literary and popular science PIRLS texts)." SHS Web of Conferences 101 (2021): 01005. http://dx.doi.org/10.1051/shsconf/202110101005.

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The study under consideration highlights the multidimensional comprehensive analysis of eight texts of diverse genre attribution applied in the international PIRLS testing during 2001-2011 (PIRLS (Progress in International Reading Literacy Study) is conducted by International Association in assessment of academic achievements IEA. The national coordinator of the research implementation PIRLS in the Russian Federation is FIAQE «Federal Institute of assessment of quality education»). The objective of the study is to substantiate the hypothesis concerning similarities and differences in typological characteristics that aim at evaluating the complexity of popular science and literary texts. The cornerstone of the theory serves the assumption of the text complexity which involves quantitative (the word, sentence, text length) as well as qualitative (narrativity, syntactical simplicity, precision, referential cohesion, semantic cohesion) characteristics of the text [14]. The study determines that literary texts display a wider diversity of syntactical structures and a higher narrative degree than popular science texts under similar length and readability conditions. The precision indicators of popular science and literary texts are manifested in approximately the same range whereas referential and semantic cohesion represent a broad range of fluctuations in both cases.

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Azimbayevna, Matyakubova Nuriya. "PEDAGOGICAL MECHANISMS OF PREPARING PRIMARY CLASS STUDENTS FOR PIRLS AND TIMSS INTERNATIONAL ASSESSMENT TESTS." American Journal Of Social Sciences And Humanity Research 4, no. 10 (2024): 166–74. http://dx.doi.org/10.37547/ajsshr/volume04issue10-14.

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On the basis of the relevant decision of the Cabinet of Ministers of the Republic of Uzbekistan, preparation for international studies in the field of education quality assessment in the public education system was started. programs, scientific research is being conducted to develop and introduce innovative methods of assessment and development of students' reading, mathematical and natural-scientific literacy, creative thinking. Evaluation of the quality of education in the public education system of the Republic, organization of research, establishment of international relations, scientific research and innovation activities of the students, and above all, the creative ideas and creativity of the young generation. Progress in International Reading and Literacy Study (PIRLS) is an international assessment program to assess the level of reading and comprehension of primary 4th grade students based on the decision of the Cabinet of Ministers for the purpose of support and encouragement. is considered The "Roadmap" for the preparatory processes of the participation of the Republic of Uzbekistan in international studies was approved, and systematic work was started on this basis. National survey, research based on the requirements of the TIMSS program for the education quality component within the Human Capital Index - 2020 project, REDS research can be cited as an example. PIRLS assesses the learning of elementary school students in and out of the classroom with two overarching goals: artistic experience and information acquisition and use.

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Rajabova Kimyoxon Farmonovna. "Improving The Theoretical Foundations of Using The Pirls International Assessment Program In Educational Integration." Intelektualitas Jurnal Penelitian Lintas Keilmuan 1, no. 4 (2025): 8. https://doi.org/10.47134/intelektualitas.v1i4.3921.

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The significance of international evaluation initiatives, specifically the PIRLS (Progress in International Reading Literacy Study) programme, in raising educational standards is examined in this article. By evaluating primary school pupils’ reading and comprehension abilities, this program – which involves more than 100 countries worldwide – assists in determining the advantages and disadvantages of national educational systems. Additionally, the article compares research conducted by local scholars, historical pedagogical heritage, and international experiences, including creative approaches in Finland’s educational system. The PIRLS programme should be seen as an opportunity to enhance education rather than as a tool for teachers and students to control one another. This strategy is essential to bringing Uzbekistan’s national education system up to date with contemporary, global norms.

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Mufidah, Imroatul, Titik Harsiati, and Nurchasanah. "Progress in International Reading Literacy Study-Based Reading Competency Assessment Instrument with Culturally Educative Texts for Primary School Students." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 677–85. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.5993.

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The objectives of this research and development are (1) to produce a product prototype of the PIRLS equivalent reading literacy competency assessment instrument with educative cultural content text for grade 6 elementary school students, (2) to test the PIRLS equivalent reading literacy competency assessment instrument with educative cultural content text for grade 6 elementary school students from the aspects of content validity, construct validity, Esay question reliability test, Objective question reliability test, difficulty level, and differentiability. This type of research and development uses the Borg & Gall model which consists of 10 stages. The data collected is qualitative and quantitative data. The data is related to content validity, construct validity, readability, and practicality of the assessment instrument as well as the practicality of the user manual. The collected data were analyzed with content validity (Gregory), Product Moment, and Cronbach's Alpha. Based on the results of the analysis and discussion, the results of the correlation person analysis for the overall r value of 30 items > r table for subject 28 the r table value is 0.361 with the acquisition of the smallest value of 0.383 and the largest of 0.724. In addition to the results of the limited subject test, the results of the analysis of the broad subject test using SPSS for windows version 26 software also showed the results that the person correlation value for the reading literacy competency assessment instrument from a total of 30 items obtained a calculated r value> r table for subjects 141 people the r table value of 0.361 with the acquisition of the smallest value of 0.439 and the largest value of 0.896. While the acquisition of the teacher response score is 0.882. So, based on these results it can be said that the product of the reading literacy competency assessment instrument equivalent to the Progress in International Reading Literacy Study with educational cultural content text is suitable for direct use for every grade 6 elementary school student.

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Ganiyeva, Lala. "Student and family factors that are associated with Grade 4 reading achievement in Azerbaijan." Hungarian Educational Research Journal 11, no. 1 (2021): 14–22. http://dx.doi.org/10.1556/063.2021.00023.

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Abstract.Aims of the studyCompared to other developing countries, the reading achievement of Azerbaijani students remains low. Using the Progress in International Reading Literacy Study (PIRLS) 2016 data, this study examines potential predictors of Grade 4 student reading achievement in Azerbaijan.Background of the researchThe study is guided by an exploratory model and considers various student and family factors which could be influenced by the policies to improve student reading achievement in Azerbaijan. The study differs from previous research in that it simultaneously examines multiple predictors of student reading achievement in a previously under-researched country.MethodThis study conducts a secondary analysis of the PIRLS 2016 data. Regression model is utilized to examine the effects of student and family factors on reading achievement.ResultsThe study finds that student characteristics (gender, liking reading, and confidence in reading) and family factors (home resources for learning, preschool attendance) are significantly associated with reading achievement of Grade 4 students in Azerbaijan. The model explains 17% of the variance in student reading achievement.ConclusionThis study discusses recommendations related to the effects of various factors on reading literacy scores.

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Duong Thi, Dan Thanh, and Nathalie Loye. "Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results." Mesure et évaluation en éducation 42, spécial (2019): 127. http://dx.doi.org/10.7202/1084131ar.

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Araújo, Luisa, and Patricia Costa. "Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS)." Educational Research and Evaluation 21, no. 5-6 (2015): 422–38. http://dx.doi.org/10.1080/13803611.2015.1111803.

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Sismulyasih Sb, Nugraheti. "PENINGKATAN KEMAMPUAN MEMBACA DAN MENULIS PERMULAAN MENGGUNAKAN STRATEGI BENGKEL LITERASI PADA SISWA SD." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 1 (2018): 68. http://dx.doi.org/10.33578/jpfkip.v7i1.5341.

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One of the studies that revealed the lack of students' reading ability, in this case the third grade students of SD/MI, is a Progress in International Reading Literacy Study (PIRLS) study, which is an international study onchildren's world-wide reading sponsorship sponsored by The International Association for the EvaluationAchievement. The study results show that the average Indonesian child is ranked fourth from bottom of 45countries in the world. This makes the researchers trying to explain how the level of understanding of literacy inelementary school students and has the potential to improve the ability to read writing writing, especially in SDLabschool Kecamatan Gajahmungkur. The researcher uses a literary workshop strategy model to improvestudents' reading ability to write SD Labschool Kecamatan Gajahmungkur. The method used in this research isquasi-experimental method with one group pretest-posttest design. This research technique using 1) Test and 2)nontes (questionnaire, observation, and strategy of literary workshop). This research was conducted in Grade 3of SD Labschool Kecamatan Gajahmungkur. The results of this study are the initial reading ability to write thebeginning of 40% to 93.33% and unfinished from 60% to 6.67%, which means reading the beginning writingwith RW for elementary students is effective to improve understanding of reading ability.

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Hardani, Khalida, Heri Suwignyo, and Nurchasanah Nurchasanah. "Bahan Ajar Keterampilan Membaca Berbasis Progress in International Reading Literacy Study untuk Siswa Kelas IV Sekolah Dasar." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 6 (2020): 803. http://dx.doi.org/10.17977/jptpp.v5i6.13622.

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Abstract: The research aims to produce Progress in International Reading Literacy Study-based teaching materials for class IV elementary school, in the form of student books and teacher instructions. This product is a companion learning book. The reading text that was developed was designed according to the age of class IV students using SMOG. The model used is Dick and Carrey. Research shows that (1) based on expert testing and the effectiveness of this teaching material is feasible to use, (2) there is an influence in the use of PIRLS-based teaching skills.Abstrak: Penelitian ini bertujuan menghasilkan produk bahan ajar keterampilan membaca berbasis Progress in International Reading Literacy Study untuk kelas IV sekolah dasar yang berupa buku siswa dan petunjuk guru. produk ini merupakan buku pendamping pembelajaran. Teks bacaan yang dikembangkan dirancang sesuai dengan umur siswa kelas IV menggunakan Simplified Measure of Gobbledgook (SMOG). Model yang digunakan yaitu Dick and Carrey. Penelitian menunjukkan bahwa (1) berdasarkan uji ahli dan keefektifan bahan ajar ini layak untuk digunakan; (2) terdapat pengaruh dalam penggunaan bahan ajar keterampilan membaca berbasis Progress in International Reading Literacy Study.

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Nadori, Neirouz. "Measuring the Effect of Parents’ Socio-economic Status and Early Literacy Experience on Moroccan Students’ Reading Comprehension Development: An Illustration from PIRLS 2016." Journal of English Language Teaching and Linguistics 4, no. 3 (2019): 275. http://dx.doi.org/10.21462/jeltl.v4i3.299.

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Because students’ reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents’ occupation and educational level) as well as early literacy experience before school are strongly linked to students’ reading comprehension achievement. However, less is known about home-based effects on Moroccan students’ reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents’ occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners’ developmental outcomes (reading comprehension achievement). The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents’ SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents’ educational level, particularly fathers’ education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents’ educational involvement

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Stainthorp, Rhona. "A national intervention in teaching phonics: A case study from England." Educational and Developmental Psychologist 37, no. 2 (2020): 114–22. http://dx.doi.org/10.1017/edp.2020.14.

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AbstractAt the start of the 21st century, literacy teaching in state primary schools was conducted under a framework guided by a National Literacy Strategy, which recommended a model of reading called ‘The Searchlights Model’. Early on it became clear that rises in performance predicted from adoption of this strategy were not happening. This led to a review of the effective teaching of early reading under the chairmanship of Sir Jim Rose (Rose, 2006). Rose recommended that the Simple View of Reading (Gough & Tunmer, 1986) be adopted as a framework. It also recommended that pupils be taught how to read words in the first instance through the adoption of programs of systematic synthetic phonics. A change in government reinforced this policy and added a national program of early assessment of grapheme-phoneme knowledge. These changes uncovered an important issue: namely that there was no national program for ensuring that teachers had the necessary professional subject knowledge to teach phonics effectively. Steps have been taken to mitigate this. The most recent data from the Progress in International Reading Literacy Studies (PIRLS) 2016 study suggests that England is now beginning to close the achievement gap, with the pupils in the lowest percentiles making the most improvement.

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De Silva, Chamellé René, and Margaret A. Hill. "Higher order reading skills and reader response theory: strategies for the classroom." International Journal for Innovation Education and Research 1, no. 2 (2013): 87–108. http://dx.doi.org/10.31686/ijier.vol1.iss2.105.

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South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforced the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases, particularly comprehension. PIRLS (2006) highlights the areas of low achievement of South African learners by referring to strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. We argued for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase.The study was lodged in a qualitative paradigm and embedded in action research. The analysis is framed by constructivist grounded theory. Qualitative data generated by the respondents’ response journals were analysed using the constant comparative method. Theories that inform the analysis of this data, are Bourdieu’s theory of habitus, Kohlberg’s theory of moral development and Bloom’s taxonomy of thinking skills. The participants' were a non-exclusionary cohort of 58 third Graders.

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Yue, Shen. "Exploring school factors of academic achievement in Macau: The application of educational data mining in Progress in International Reading Literacy Study (PIRLS) 2016 assessment." Applied and Computational Engineering 43, no. 1 (2024): 307–12. http://dx.doi.org/10.54254/2755-2721/43/20230854.

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International large-scale assessments, provide structured and static data, and due to their extensive databases, they can be considered as a valuable resource for Big Data in Education. In this paper, we propose an educational data mining approach to detect and analyze factors linked to academic performance in Macau schools using data from the Progress in International Reading Literacy Study (PIRLS) 2016. We conducted a secondary data analysis based on a set of socioeconomic, process, and outcome variables from PIRLS and other sources, and built decision trees to obtain a predictive model of school performance. By doing so, we were able to identify the school and student-level variables that are most significant in predicting student performance in Macau. These findings will be useful for informing educational policy decisions and shedding light on the causes of poor performance in Macau schools. Overall, our study highlights the potential of educational data mining approaches in analyzing large-scale assessment data and generating insights for educational research and practice.

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Nisanbayeva, Akmaral Kaldibayevna. "BOSHLANG'ICH SINF O'QUVCHILARINI XALQARO PIRLS NAZORATIGA TAYYORLASHNING METODIK ASOSLARI." GOLDEN BRAIN 2, no. 24 (2024): 95–99. https://doi.org/10.5281/zenodo.14636304.

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Bugungi globallashuv hamda xalqaro integratsiyalashuv sharoitida o‘qitish tizimiga innovatsion texnologiyalarning keng ko‘lamda joriy qilinishi sababli o‘quvchilarning mantiqiy, tahliliy, tanqidiy, kreativ va mustaqil fikrlash ko‘nikmalarini shakllantirish orqali ijodiy qobiliyatlarini ro‘yobga chiqarish shaxsga yo‘naltirilgan rivojlantiruvchi ta’limning muhim jihati sifatida o‘sib kelayotgan avlodni davr talablari miqyosiga ko‘tarishni dolzarb masalaga aylantirdi. Xususan, boshlang‘ich sinflarda o‘qish savodxonligini monitoring qilish yuzasidan o‘qish va matnni tushunish sifatini xalqaro o‘rganish PIRLS(Fhe Progress in International Reading literacy Study) talablarini amalga oshirishda o‘qish ta’limi zimmasiga katta mas’uliyat yuklaydi.

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Cheung, Wai Ming, Shek Kam Tse, Joseph W. I. Lam, and Elizabeth Ka Yee Loh. "Progress in International Reading Literacy Study 2006 (PIRLS): pedagogical correlates of fourth-grade students in Hong Kong." Journal of Research in Reading 32, no. 3 (2009): 293–308. http://dx.doi.org/10.1111/j.1467-9817.2009.01395.x.

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Geske, Andrejs, and Antra Ozola. "PARENTS’ IMPACT ON STUDENTS’ READING ACHIEVEMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 656. http://dx.doi.org/10.17770/sie2020vol3.5049.

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Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Achievement (IEA). The impact of parents’ activities carried out together with their preschool aged children was studied performing a linear regression analysis along with a frequency and correlation analysis.A higher reading achievement was demonstrated by those fourth graders whose parents were actively involved in reading promotion activities. Although one determining activity could not be stated, reading together and storytelling were found to be significant. Parents’ education correlated positively with the frequency of their undertaken reading promotion activities; thus, the parents’ education was approved to have a multifaceted impact on a child’s reading achievement.

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Wingard, Astrid Karina, Hardika Dwi Hermawan, and Vita Rosiana Dewi. "The Effects of Students’ Perception of the School Environment and Students’ Enjoyment in Reading towards Reading Achievement of 4th Grades Students in Hong Kong." Indonesian Journal on Learning and Advanced Education (IJOLAE) 2, no. 2 (2020): 68–74. http://dx.doi.org/10.23917/ijolae.v2i2.9350.

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The purpose of this study is to investigate some perceived factors in students reading achievement. This study focuses on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement. Descriptive analysis used in this study and data draws from Progress in International Reading Literacy Study (PIRLS) 2016. The participants were 3349 students in their fourth year of schooling in Hong Kong where 49.1% were girls and 50.9% were boys. The range of the age was 8 to 15 years old. The result showed the importance of creating a safe school environment. Besides students’ perception of their school environment, students’ reading enjoyment was another factor which influenced reading achievement. Students’ perception of the school environment and students’ enjoyment in reading also affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement.

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Lam, Yu Yan, Samuel Kai Wah Chu, Elsie Li Chen Ong, et al. "Comparative Study of GenAI (ChatGPT) vs. Human in Generating Multiple Choice Questions Based on the PIRLS Reading Assessment Framework." Proceedings of the Association for Information Science and Technology 61, no. 1 (2024): 537–40. http://dx.doi.org/10.1002/pra2.1054.

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ABSTRACTHuman‐generated multiple‐choice questions (MCQs) are commonly used to ensure objective evaluation in education. However, generating high‐quality questions is difficult and time‐consuming. Generative artificial intelligence (GenAI) has emerged as an automated approach for question generation, but challenges remain in terms of biases and diversity in training data. This study aims to compare the quality of GenAI‐generated MCQs with humans‐created ones. In Part 1 of this study, 16 MCQs were created by humans and GenAI individually with alignment to the Progress in International Reading Literacy Study (PIRLS) assessment framework. In Part 2, the quality of MCQs generated was assessed based on the clarity, appropriateness, suitability, and alignment to PIRLS by four assessors. Wilcoxon rank sum tests were conducted to compare GenAI versus humans generated MCQs. The findings highlight GenAI's potential as it was difficult to differentiate from human created questions and offer recommendations for integrating AI technology for the future.

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Xiao, Ya, and Jie Hu. "Assessment of Optimal Pedagogical Factors for Canadian ESL Learners’ Reading Literacy Through Artificial Intelligence Algorithms." International Journal of English Linguistics 9, no. 4 (2019): 1. http://dx.doi.org/10.5539/ijel.v9n4p1.

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The current study explored the effective pedagogical factors that distinguish high-achieving from low-achieving ESL (English as a second language) primary school learners in reading literacy in Canada. In total, 203 samples (167 high-achieving learners and 36 low-achieving learners from 128 primary schools) in the 4th grade were drawn from the public database of Progress in International Reading Literacy Study (PIRLS) 2016, which is the benchmark for large-scale assessments of reading literacy targeting fourth-grade students. For the first time in the ESL-related research, this study applied an artificial intelligence approach, support vector machine (SVM), to concurrently analyze 41 pedagogical factors associated with reading materials, classroom organization, reading strategies, in-class reading activities and post-reading activities. The overall 41 factors collectively distinguished the high-achieving readers from the low-achieving readers with a high accuracy score (0.793) via SVM. Then, these 41 factors were ranked according to their contribution to the SVM model through SVM-based recursive feature elimination (SVM-RFE). Eventually, an optimal factor set was selected by the SVM-RFE cross validation, which contained 10 effective pedagogical factors centered on reading materials, reading strategies and in-class reading activities for fourth-grade high-achieving ESL learners in reading literacy. Suggestions based on solid data analysis would facilitate infrastructural and pedagogical improvements in ESL reading education.

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Strand, Olaug, and Knut Schwippert. "The impact of Home Languange and Home Resources on Reading Achievement in ten-years-olds in Norway, PIRLS 2016." Nordic Journal of Literacy Research 5, no. 1 (2019): 1. http://dx.doi.org/10.23865/njlr.v5.1260.

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The aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.

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Haker, Christoph, and Lukas Otterspeer. "Right-Wing Populism and Educational Research." Zeitschrift für Diskursforschung, no. 2 (December 15, 2021): 250–71. http://dx.doi.org/10.3262/zfd2002250.

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Right-wing populist uses of educational research are the focus of this article. First, we ask how these uses can be grasped theoretically and methodologically. We are thus concerned with exploring appropriate perspectives, which we then apply to the right-wing populist use of the Progress in International Reading Literacy Study 2016 (PIRLS 2016) in Germany. Here we ask, secondly, which changes and continuities can be identified. By considering continuities, we reject perspectives that treat rightwing populism a priori as a problem outside academia. We conclude by identifying consequences (against technocratic and decisionistic strategies) for research.

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Dittrich, Ann-Kathrin, and Surette Van Staden. "Teacher Satisfaction And Grade 4 Reading Literacy Achievement: An Austrian Perspective Using International Large-Scale Assessment Data." International Journal of Instruction 18, no. 1 (2025): 95–110. https://doi.org/10.29333/iji.2025.1816a.

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The complexity of the teaching environment requires now more than ever a satisfied and fulfilled teacher population. This study uses the Austrian Progress in International Reading Literacy Study (PIRLS) 2021 data to uncover those factors specifically associated with the school environment when controlling for school socio economic status as predictors of teacher dissatisfaction. Results show that the current model explains 22% of the variance, yet school emphasis on academic success, teaching being limited by a number of lacking elements and school safety were found to be of no statistical significance. The study provides two important points to consider, namely the role of short cycle teachers in producing reading literacy scores well above those of their degreed counterparts, and the significant role of socio-economic status and its effect on achievement. The study concludes that a systems perspective that considers the shared beliefs and values, relationships and social interactions, leadership, and physical environment may shed more light on the underlying dynamics that can be associated with those less than satisfied teachers.

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VICHERKOVÁ, DANA, NELA NOVÁKOVÁ, and VERONIKA MURINOVÁ. "SECONDARY SCHOOL MATURITA READING LISTS AS A MOTIVATION TO SUPPORT READING." AD ALTA: 13/01 13, no. 1 (2023): 290–94. http://dx.doi.org/10.33543/j.1301.290294.

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Reading motivation is incredibly important for both formal and informal lifelong learning. According to research studies such as PISA (2018) (Programme for International Student Assessment), PIRLS (2021) (Progress in International Reading Literacy Study), educating active readers is a key priority. A study was conducted using the content analysis method of documents "School Maturita reading lists" to determine the actual content of the current school reading lists of artistic texts in the reality of technically oriented secondary schools in the Moravian-Silesian and Olomouc regions of the Czech Republic. In addition, the researchers aimed to discover what kinds of non-cognitive aspects influence reading among students at technical secondary schools using the method of semi-structured interviews with 12 students. One of the most exciting findings of this research was that more than half (75%) of respondents believed that motivational reading recommendations from parents, family spending free time reading, and awareness of the value of reading for life were among the solid non-cognitive factors influencing their interest in reading, the joy of talking about what they have read, experience sharing. External and internal factors can shape pupils' attitudes and motivation to read. The majority (90%) of the respondents considered school Maturita reading lists a formal study obligation.

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Hugo, Anna Johanna. "A snapshot of the use of reading methods in primary schools in three provinces of South Africa." Per Linguam 37, no. 1 (2021): 28–44. http://dx.doi.org/10.5785/37-1-967.

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The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

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khamis Abdullah Alzaabi, Amal, Rashid Saif Al-mehrzi, and Abdulhameed Hassan. "Equating Test Forms for Progress in International Reading Literacy Study (PIRLS 2011) in Sultanate of Oman Using Item Response Theory." Journal of Educational Sciences 15, no. 15 (2020): 68–93. http://dx.doi.org/10.29117/jes.2020.0022.

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Yim, Louis Wai Keung, Che Yee Lye, and Poh Wee Koh. "A psychometric evaluation of an item bank for an English reading comprehension tool using Rasch analysis." REID (Research and Evaluation in Education) 10, no. 1 (2024): 18–34. http://dx.doi.org/10.21831/reid.v10i1.65284.

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This study reports the psychometric evaluation of an item bank for an Assessment for Learning (AfL) tool to assess primary school students’ reading comprehension skills. A pool of 46 primary 1 to 6 reading passages and their accompanying 522 multiple choice and short answer items were developed based on the Progress in International Reading Literacy Study (PIRLS) assessment framework. They were field-tested at 27 schools in Singapore involving 9834 students aged between 7 and 13. Four main comprehension processes outlined in PIRLS were assessed: focusing on and retrieving explicitly stated information, making straightforward inferences, interpreting and integrating ideas and information, and evaluating and critiquing content and textual elements. Rasch analysis was employed to examine students’ item response patterns for (1) model and item fit; (2) differential item functioning (DIF) about gender and test platform used; (3) local item dependence (LID) within and amongst reading passages; and (4) distractor issues about options within the multiple-choice-type items. Results showed that the data adequately fit the unidimensional Rasch model across all test levels with good internal consistency. Psychometric issues found amongst items were primarily related to ill-functioning distractors and local dependence on items. Problematic items identified were reviewed and subsequently amended by a panel of assessment professionals for future recalibration. This psychometrically and theoretically sound item bank is envisaged to be valuable to developing comprehensive classroom AfL tools that provide information for the English reading comprehension instructional design in the Singaporean context.

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Robitzsch, Alexander. "Regularized Mislevy-Wu Model for Handling Nonignorable Missing Item Responses." Information 14, no. 7 (2023): 368. http://dx.doi.org/10.3390/info14070368.

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Missing item responses are frequently found in educational large-scale assessment studies. In this article, the Mislevy-Wu item response model is applied for handling nonignorable missing item responses. This model allows that the missingness of an item depends on the item itself and a further latent variable. However, with low to moderate amounts of missing item responses, model parameters for the missingness mechanism are difficult to estimate. Hence, regularized estimation using a fused ridge penalty is applied to the Mislevy-Wu model to stabilize estimation. The fused ridge penalty function is separately defined for multiple-choice and constructed response items because previous research indicated that the missingness mechanisms strongly differed for the two item types. In a simulation study, it turned out that regularized estimation improves the stability of item parameter estimation. The method is also illustrated using international data from the progress in international reading literacy study (PIRLS) 2011 data.

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Hardman, Joanne. "A Cultural-historical Pedagogical Model as a Potential Developmental Tool in Schools." European Journal of Education and Pedagogy 3, no. 3 (2022): 191–98. http://dx.doi.org/10.24018/ejedu.2022.3.3.354.

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South Africa consistently lags behind other nations on international benchmarking tests of literacy, mathematics and, especially, science as illustrated in the low achievement outcomes on the Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) tests. Research in the 21st century has shown that learning science at an early age is a predictor of scientific literacy later in life. The low science achievement in South Africa is impacted by several variables, however, one important aspect of students’ failure to acquire science reasoning skills lies in how they are taught science. Drawing on the work of Vygotsky, Hedegaard, Freire, and Feuerstein, this paper reports on an intervention using a novel pedagogical model to teach science in grade two classrooms. A comparative case study is presented where one teacher is trained in the novel pedagogical model and one is not trained to use this model. Both teachers teach in the same school and the demographics of the children in the two separate classes studied are similar. Findings indicate that where the novel pedagogical model is used, the teacher uses more scientific, abstract concepts in her lesson; she links the abstract to the children’s everyday concepts and, perhaps most significantly, she illustrates to students why they must learn the content she is teaching them.

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Begum, Farhath Unissa, and Mohd Hilmi Bin Hamzah. "The Relationship Between Self-Efficacy on Teaching Reading Comprehension Skills among Secondary Schools Teachers in Telangana State, India." JEES (Journal of English Educators Society) 3, no. 2 (2018): 197. http://dx.doi.org/10.21070/jees.v3i2.1280.

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Over the years, the quality and effectiveness of teaching have been the priority of the Indian government in improving the education sector, particularly the teaching reading comprehension skill among teachers. This paper investigates the relationship between self-efficacy on teaching reading comprehension skills among secondary school teachers in Telangana State, India. The study is a quantitative research of the survey type. The total of 2019 teachers of government owned secondary schools constituted the population, simple random sampling technique was used to select 192 teaching English language across all secondary schools in the state. Two sets of questionnaire title Teacher self-efficacy Scale (TSES) and Teaching Reading Comprehension Skills which was adapted from Progress International Literacy Study (PIRLS) were used to seek information from English teachers. Pearson product moment correlation statistics was used to analysis the data and the results of the findings revealed that there is a statistically significant relationship between self-efficacy and teaching reading comprehension skill among secondary school teachers in Telangana State India. Therefore, this study recommends that the school management should implement a policy that will increase teacher efficacy to improve students reading comprehension and to design more effective reading course and activities in the classroom.

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Pule, Violet, and Kgomotso Theledi. "The Impact of the Presence of Prosodic Features (Tone Markings) on Comprehending Setswana Words in Reading." African Journal of Inter/Multidisciplinary Studies 5, no. 1 (2023): 1–13. http://dx.doi.org/10.51415/ajims.v5i1.1076.

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The paper is about the impact of prosodic features, more especially tone marking, in extracting the meaning in Setswana readings, because of its contribution to meaning in Setswana. The research was conducted in response to the 2016 Progress in International Reading Literacy Study (PIRLS), which found that more than 80% of Grade 4 students tested in an African Language were unable to read for comprehension. The semiotic theoretical framework, which is concerned with how signs are used for interpretation, served as the foundation for this study. The focus of the study was on the Intermediate Phase learners from eight schools where Setswana is taught as a First Additional Language and/or as a Home Language. Qualitative and quantitative method approaches were used to collect data. Participants were chosen through random sampling. The study discovered that when words are not marked, learners are unable to determine which meaning is intended. It was discovered that in reading the most difficult aspect is comprehending what has been read. The study proposes that new means of emphasizing prosodic markers (such as tones, accent, stress, and rhythm) be given special focus in the South African education system so that learners may be able to extract meaning and comprehend what they read.

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Falk, Franz, Michael Schurig, Anke Hußmann, and Jan Kuhl. "Academic Resilience and Interrelationships to Special Education Needs of Students in Fourth Grade." International Journal of Educational Psychology 14, no. 1 (2025): 57–76. https://doi.org/10.17583/ijep.16159.

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In common understanding, resilience enables students to withstand adverse conditions. Resilient students achieve moderate to good educational outcomes in spite of high risks. To foster academic resilience, a deep understanding of risk and resources, their interplay and moderating effects is essential. We aim to achieve this goal by using hidden (latent) Markov modelling (HMM) to (1) identify risk and resilience in the Progress in International Reading Literacy Study (PIRLS) sample for Germany 2016 and (2) reflect on the interdependences between these factors. Furthermore, special educational needs (SEN) are introduced as a variable for post hoc analysis. A four-class solution was established and factors favoring resilience could be identified. Post hoc analyses of class allocations show that students with SEN are less likely being allocated to classes with high socio-economic resources and above average academic achievements than students without SEN.

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Konstantopoulos, Spyros, and Anne Traynor. "Class Size Effects on Reading Achievement Using PIRLS Data: Evidence from Greece." Teachers College Record: The Voice of Scholarship in Education 116, no. 2 (2014): 1–29. http://dx.doi.org/10.1177/016146811411600202.

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Background/Context The effects of class size on student achievement have gained considerable attention in education research and policy, especially over the last 30 years. Perhaps the best evidence about the effects of class size thus far has been produced from analyses of Project STAR data, a large-scale experiment where students and teachers were randomly assigned to smaller or larger classes within schools. Researchers have also analyzed observational data to examine the effects of class size, but the results have been mixed. Purpose/Objective/Research Question/Focus of Study It is generally difficult to draw causal inferences about class size effects with observational data because of the omitted variables problem. This shortcoming can be overcome with instrumental variables (IV) methods that are designed to facilitate causal inferences. The present study uses IV methods to examine the effects of class size on reading achievement using data from the 2001 fourth-grade sample of the Progress in International Reading Literacy Study (PIRLS) in Greece. We took advantage of Greece's nationwide rule about maximum class size in elementary schools to construct IV estimates of class size. Population PIRLS was designed to monitor children's achievement levels in fourth grade worldwide. We used reading achievement data from 2001 in Greece. The sample was a national probability sample of fourth graders. The use of appropriate weights helped us make projections to the fourth-grade student population in Greece in 2001. Research Design The research design was secondary analysis. We examined whether class size predicts reading achievement for fourth graders in Greece net of student, teacher/classroom, and school characteristics. We used multilevel models to capture the dependency in the data (i.e., students nested within schools). We also used instrumental variables methods to facilitate causal inferences about class size effects. Conclusions We investigated the effects of class size on reading achievement for fourth graders in Greece in 2001 using rich data from PIRLS. The results produced from the multilevel and the IV analyses were overall similar. Generally, the results indicated a positive association between class size and achievement. However, the association was typically statistically insignificant, especially when teacher/classroom and school variables were taken into account.

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Tunmer, William E., James W. Chapman, Keith T. Greaney, Jane E. Prochnow, and Alison W. Arrow. "Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports." Australian Journal of Learning Difficulties 18, no. 2 (2013): 139–80. http://dx.doi.org/10.1080/19404158.2013.842134.

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Journal articles on the topic 'PIRLS Progress in International Reading Literacy Study'

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