Journal articles: 'PIRLS'

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Plumelle, Bernadette. "PIRLS 2011." Revue internationale d'éducation de Sèvres, no. 62 (April 1, 2013): 16–19. http://dx.doi.org/10.4000/ries.3071.

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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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Bracey, Gerald W. "PIRLS before the Press." Phi Delta Kappan 84, no. 10 (June 2003): 795. http://dx.doi.org/10.1177/003172170308401017.

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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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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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Zuckerman, Galina, Galina Kovaleva, and Viktoriya Baranova. "Reading Literacy of Russian Fourth-Graders: Lessons from PIRLS‑2016." Voprosy obrazovaniya / Educational Studies Moscow, no. 1 (2018): 58–78. http://dx.doi.org/10.17323/1814-9545-2018-1-58-78.

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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 (October 26, 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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Fuentes de Frutos, Silvia, and Víctor Renobell Santaren. "El papel del sexo en comprensión lectora. Evidencias desde PISA y PIRLS." Revista de Investigación en Educación 18, no. 2 (October 31, 2020): 99–117. http://dx.doi.org/10.35869/reined.v18i2.2837.

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Existe evidencia empírica sobre la influencia del sexo en el proceso de adquisición y consolidación de la comprensión lectora a nivel internacional. El presente trabajo analiza si dicho fenómeno se reproduce también en el caso español. Para ello, se valora la existencia y evolución de una brecha de género en el rendimiento en comprensión lectora en España, basándose en los resultados de todas las ediciones PISA y PIRLS en las que España ha participado. Se examina también el rendimiento en comprensión lectora del alumnado español en dichas evaluaciones. La metodología mixta utilizada en el presente estudio se basa en una revisión bibliográfica de los últimos 25 años y en un análisis multisectorial de los datos proporcionados por los informes PISA y PIRLS. Los resultados de nuestro trabajo indican una mejor comprensión lectora en alumnas que en alumnos observable en todas las ediciones de PISA y PIRLS. Según la evolución de los resultados en PISA, la brecha de género se habría reducido en las últimas ediciones, algo no corroborado por PIRLS. Por otra parte, ambas evaluaciones relatan una mejora en el resultado global del alumnado español en comprensión lectora en las últimas ediciones.

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Marôco, João. "O Bom Leitor: Preditores da Literacia de Leitura dos Alunos Portugueses no PIRLS 2016." Revista Portuguesa de Educação 31, no. 2 (December 6, 2018): 115–31. http://dx.doi.org/10.21814/rpe.13768.

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Em 2016, 4642 alunos portugueses, selecionados aleatoriamente de todas as regiões de Portugal, a frequentar o 4.º ano de escolaridade em escolas públicas e privadas, participaram no PIRLS 2016, tendo alcançado um desempenho médio de 528 pontos (SE = 2,3), 13 pontos significativamente abaixo da média observada no PIRLS 2011. Neste artigo, por recurso a modelos de regressão linear hierárquica aplicados aos valores plausíveis de literacia dos alunos, procurou-se identificar as variáveis ao nível do aluno, das famílias, dos professores e das escolas capazes de explicar a variabilidade observada nos resultados de literacia de leitura dos alunos portugueses. Cerca de 26% e 32% desta variabilidade podem, respetivamente, ser explicadas por um conjunto reduzido de variáveis caracterizadoras do aluno e da família, e dos professores e das escolas. A confiança dos alunos como leitores e os recursos educativos disponíveis em casa são os melhores preditores da variação dos desempenhos ao nível do aluno e família. Ao nível da escola e dos professores, a ênfase da escola no sucesso académico e a perceção dos professores quanto à vontade de os alunos terem sucesso académico são os melhores preditores da variação observada nos desempenhos dos alunos portugueses no PIRLS 2016. Palavras-chave: PIRLS; Literacia de leitura; Preditores de desempenho; Regressão linear hierárquica

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Aisyah, Dwi Wahyuning, and Joharman Joharman. "THE IMPLEMENTATION OF THE LITERACY MOVEMENT THROUGH THE SCHOOL PROGRAM "RaYa KaTa" and "PerSis SiPil”." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 140. http://dx.doi.org/10.20961/shes.v1i2.26826.

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This paper aims to set out the efforts of improving the literacy of students activities as implementation of GLS (movement of the Lietarsi school) in SDN Jenang 02 through the program "Kingdom of the word" literacy-based learning, and PIRLS. The dlaksanakan method in this program includes three stages namely conditioning, removing deprecated, and learning. Conditioning phase done by Kilah (Daily Literacy Activities), the development phase is done with a clip (Pekanan Literacy Activities), clubs (Monthly Literacy Activities), and the Coaster (Manasuka Literacy Activities). Meanwhile, the learning phase is done with the integration of literacy PIRLS in learning that one of his efforts is the development of learning materials Literacy based PIRLS. The results obtained from the program's Kingdom Said is the increased student visits to the school library, increasing circulation of loaning and restoration of books in the school library, cultivate students ' motivation to more optimally utilize and develop a reading corner in the classroom, make a collection of student work in the form of a book of pantun collection, poems, and short stories. While learning programs that integrate Literacy PIRLS generally improve students ' ability in understanding readings so that interest and motivation in literacy activities also increased.

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Schult, Johannes, and Jörn R. Sparfeldt. "Reliability and Validity of PIRLS and TIMSS." European Journal of Psychological Assessment 34, no. 4 (July 2018): 258–69. http://dx.doi.org/10.1027/1015-5759/a000338.

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Abstract. Academic achievements are often assessed in written exams and tests using selection-type (e.g., multiple-choice, MC) and supply-type (e.g., constructed-response, CR) item response formats. The present article examines how MC items and CR items differ with regard to reliability and criterion validity in two educational large-scale assessments with 4th-graders. The reading items of PIRLS 2006 were compiled into MC scales, CR scales, and mixed scales. Scale reliabilities were estimated according to item response theory (international PIRLS sample; n = 119,413). MC showed smaller standard errors than CR around the reading proficiency mean, whereas CR was more reliable for low and high proficiency levels. In the German sample (n = 7,581), there was no format-specific differential validity (criterion: German grades, r ≈ .5; Δr = 0.01). The mathematics items of TIMSS 2007 (n = 160,922) showed similar reliability patterns. MC validity was slightly larger than CR validity (criterion: mathematics grades; n = 5,111; r ≈ .5, Δr = −0.02). Effects of format-specific test extensions were very small in both studies. It seems that in PIRLS and TIMSS, reliability and validity do not depend substantially on response formats. Consequently, other response format characteristics (like the cost of development, administration, and scoring) should be considered when choosing between MC and CR.

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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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Ratri, Safitri Yosita. "RASCH Model in Validating Indonesian Student Literacy based on PIRLS Data." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (February 13, 2020): 116–20. http://dx.doi.org/10.5373/jardcs/v12sp1/20201054.

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Zettelmeier, Werner. "Etudes PIRLS et PISA 2006 : l’Allemagne en progrès." Regards sur l’économie allemande, no. 84 (December 1, 2007): 35–36. http://dx.doi.org/10.4000/rea.569.

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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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Kagan Keskin, Hasan. "Azerbaijan in pirls 2011: a path analysis in light of reading data." Journal of Language and Literature 4, no. 2 (November 30, 2013): 122–30. http://dx.doi.org/10.7813/jll.2013/4-2/17.

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Rosa, Vítor Alberto, João Sampaio Maia, Daniela Mascarenhas, and António Teodoro. "PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa." Revista Portuguesa de Educação 33, no. 1 (June 29, 2020): 94–120. http://dx.doi.org/10.21814/rpe.18380.

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Neste artigo apresentamos uma análise comparativa entre três inquéritos internacionais: PISA, levado a cabo pela OCDE, o TIMSS e o PIRLS, realizados pela IEA, tendo em conta os seus objetivos gerais e uma correlação dos dados referentes a Portugal (por regiões da NUTS III). A revisão bibliográfica e documental mostrou como os resultados podem ser reformulados ou reinterpretados pelos diferentes atores sociais e que são vistos pelos decisores políticos e pelas organizações como uma ferramenta de comparação dos sistemas escolares, reveladora de pontos fortes e pontos fracos. A análise dos resultados gerais evidencia que Portugal tem vindo a melhorar os seus resultados no PISA, nos três domínios (leitura, matemática e ciências), que melhorou no TIMSS em matemática e piorou em leitura no PIRLS. A análise comparativa por regiões revelou que existe uma diferenciação dos resultados por regiões e que, enquanto o fator domínio não se apresenta como relevante, o fator objeto de avaliação em cada estudo parece determinante para os resultados dos questionários. Revelou, ainda, que há uma relação direta entre o PIB/habitante e os resultados dos questionários nas regiões com valores extremos de PIB/habitante, mas que essa relação não existe para a generalidade das regiões.

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Semedli, Elza. "The analyzing of Azerbaijani pupils results of PIRLS 2016." Azerbaijan Journal of Educational Studies 685, no. 685 (2019): 11–23. http://dx.doi.org/10.29228/edu.1.

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Semedli, Elza. "The analyzing of Azerbaijani pupils results of PIRLS 2016." Azerbaijan Journal of Educational Studies 686, no. 686 (2019): 11–23. http://dx.doi.org/10.29228/edu.38.

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Broeder, Peter, and Carel van Wijk. "A PIRLS approach to literary understanding in secondary education." SHS Web of Conferences 16 (2015): 01001. http://dx.doi.org/10.1051/shsconf/20151601001.

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Al-zaabi, Amal K., Abdulhameed Hassan, and Rashid S. Al-mehrzi. "Calibrating PIRLS Test in Sultanate of Oman Using Item Response Theory." Journal of Educational and Psychological Studies [JEPS] 13, no. 3 (July 11, 2019): 496. http://dx.doi.org/10.24200/jeps.vol13iss3pp496-515.

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The study aimed to calibrate Oman data of the PIRLS test using the graded response model and to examine the psychometric properties of it, as well as identify the fit and unfit of its items. PIRLS2011 test booklets were used, which consisted of 146 test items (74 dichotomous and 72 polytomous). Items were divided into 13 booklets; each with two blocks (one literary and one informational). PIRLS test booklets were administered to 13 groups of fourth grade students in Sultanate of Oman with a total sample of 10394 students. Assumptions of IRT (unidimensionality and local independence) were examined and supported. Also, item fit was examined and supported using Samejima’s graded response model. The data was analyzed by Multilog7.03 program to estimate both item and ability parameters. Results indicated that the assumptions of IRT were proved. Also, IRT analysis revealed that 8 items showed unfit which represents only 5% of the test items. So, this result confirms that the test has good psychometric properties under the IRT.

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Alsaqri, Rabeeah M., and Mohsen N. Al Salmi. "The Impact of Using Electronic Brainstorming Strategy in a Blended Learning Environment on Grade-Eleven Female Students’ Achievement in Islamic Education in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 13, no. 3 (July 11, 2019): 516. http://dx.doi.org/10.24200/jeps.vol13iss3pp516-537.

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The study aimed to calibrate Oman data of the PIRLS test using the graded response model and to examine the psychometric properties of it, as well as identify the fit and unfit of its items. PIRLS2011 test booklets were used, which consisted of 146 test items (74 dichotomous and 72 polytomous). Items were divided into 13 booklets; each with two blocks (one literary and one informational). PIRLS test booklets were administered to 13 groups of fourth grade students in Sultanate of Oman with a total sample of 10394 students. Assumptions of IRT (unidimensionality and local independence) were examined and supported. Also, item fit was examined and supported using Samejima’s graded response model. The data was analyzed by Multilog7.03 program to estimate both item and ability parameters. Results indicated that the assumptions of IRT were proved. Also, IRT analysis revealed that 8 items showed unfit which represents only 5% of the test items. So, this result confirms that the test has good psychometric properties under the IRT.

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Orechova, Monika. "Influence of International Large-Scale Assessments on National Education Policies." Vilnius University Open Series 3 (December 28, 2020): 66–76. http://dx.doi.org/10.15388/sre.2020.6.

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This article analyzes previous research on the influence of international large-scale assessments (PIRLS, TIMSS, PISA) to national education policies. Based on this meta-analysis, four trajectories of influence are presented and discussed: direct impact, indirect impact via a general education discourse, direct and indirect legitimation.

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Janks, Hilary. "Making sense of the PIRLS 2006 results for South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 27–40. http://dx.doi.org/10.4102/rw.v2i1.11.

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Results on the PIRLS test in 2006 make it clear that South African educators need to examine the way in which they teach literacy in the Foundation phase. While the test gives a fair indication of what our children cannot do, it is less clear about what they can do. Mastery of decoding, for example, is assumed and children are tested on their ability to read lengthy texts and answer cognitively demanding questions. The test is therefore not a good indicator of whether learners can decode or not. By setting the kinds of skills demanded by PIRLS, against Freebody and Luke’s roles of the reader, this article suggests that the problem with literacy learning in our schools is that too often students do not get much beyond decoding and basic comprehension. !ey are not taught to be text ‘participants’,text ‘users’ or text ‘analysts’. Literacy interventions in schools need to prepare students to ask and answer middle and higher order questions on texts written in their home language if they are to move from learning to read to reading to learn.

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Caro, Daniel H., and Plamen Mirazchiyski. "Socioeconomic Gradients in Eastern European Countries: Evidence from PIRLS 2006." European Educational Research Journal 11, no. 1 (January 2012): 96–110. http://dx.doi.org/10.2304/eerj.2012.11.1.96.

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Naumann, Jens. "Timss, Pisa, Pirls and Low Educational Achievement in World Society." PROSPECTS 35, no. 2 (June 2005): 229–48. http://dx.doi.org/10.1007/s11125-005-1824-4.

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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 (May 7, 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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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 (October 31, 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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Ilma, Tri, and Busthomi Ibrohim. "BERBAGAI KEGIATAN MEMBACA UNTUK MEMICU BUDAYA LITERASI DI SEKOLAH DASAR." Primary : Jurnal Keilmuan dan Kependidikan Dasar 12, no. 1 (June 30, 2020): 41. http://dx.doi.org/10.32678/primary.v12i01.2708.

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Artikel ini ditulis untuk menguraikan masalah budaya literasi yang rendah di kalangan siswa sekolah dasar di Indonesia dan menjelaskan berbagai kegiatan membaca untuk memicu budaya literasi. Berdasarkan data penelitian yang dirilis oleh Progress in International Reading Literacy (PIRLS) pada tahun 2011 menunjukkan bahwa pemahaman membaca siswa Indonesia berada di bawah rata-rata internasional. Indonesia berada di posisi 45 dari 48 negara dengan skor 428 poin dari skor rata-rata 500 poin. Selain itu, data dari Program Penilaian Siswa Internasional (PISA) pada 2012 menunjukkan bahwa siswa Indonesia adalah yang terburuk kedua dari 65 negara yang berpartisipasi dengan skor 396 poin (skor rata-rata adalah 496). Data dari PIRLS dan PISA menunjukkan bahwa kompetensi dan pemahaman membaca siswa Indonesia dinilai buruk. Untuk mengatasi masalah tersebut, Kementerian Pendidikan dan Kebudayaan mengembangkan Gerakan Literasi Sekolah untuk mendukung Peraturan Menteri Pendidikan dan Kebudayaan No. 23 tahun 2015 tentang Karakter yang salah satunya membahas kegiatan membaca buku non-pelajaran selama 15 menit sebelum belajar. Dan yang paling penting dalam kegiatan ini, siswa akan dikenalkan oleh berbagai kegiatan membaca seperti membaca dengan suara keras, membaca diam berkelanjutan, membaca terbimbing, membaca bersama, dan membaca mandiri.

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Wools, Saskia. "Evaluation of Validity and Validation by Means of the Argument-based Approach." CADMO, no. 1 (June 2010): 63–82. http://dx.doi.org/10.3280/cad2010-001007.

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Validity is the most important quality aspect of tests and assessments, but it is not clear how validity can be evaluated. This article presents a procedure for the evaluation of validity and validation which is an extension of the argument-based approach to validation. The evaluation consists of three criteria to evaluate the interpretive argument, the validity evidence provided, and the validity argument. This procedure is illustrated with an existing assessment: the driver performance assessment. The article concludes with recommendations for the application of the procedure. Keywords Competence assessment, validity, validation, argument-based approach, evaluation. Expressive Reading Aloud on IEA-PIRLS 2006 Gabriella Agrusti This in-depth research study was aimed at investigating the effects of readaloud modification on students' performance on PIRLS 2006 reading comprehension tests, in two different forms: expressive reading and neutral reading. In Italy international comparative surveys often represent the main reference measure for student achievements in basic skills, but few experimental designs descending from secondary analyses attempt to investigate possible relationships among variables in order to translate results in suggestions for teaching practices. The present study was intended as a first step in this direction, analyzing if specific aspects of reading aloud can influence students' achievements in comprehension. Differences in means between groups were found statistically significant between expressive reading aloud administration and silent standard administration, though the strong concurrent validity of PIRLS 2006 test items allowed only a small variance in results due to experimental modification. Neutral reading aloud alone did not have significantly different effects on test results, confirming the general assumption that at this age word recognition skill is at an advanced level. More evident results were shown in items focused on the processes of interpreting and integrating ideas and information, highlighting how inferential more than retrieval processes are influenced by reading aloud, that efficiently convey the gist of the story and some of the implications in meaning of complex semantic topics, such as the identification and description of main characters' feelings.

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Kuznetsova, Marina. "Strong and weak sides of reading skills of Russian elementary school graduates: Evidence of PIRLS 52006 scores." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 1 (2009): 107–36. http://dx.doi.org/10.17323/1814-9545-2009-1-107-136.

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Tsukerman, Galina, Galina Kovaleva, and Marina Kuznetsova. "Victory in PIRLS and defeat in PISA: the future of reading literacy of 10–15-year-olds." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 2 (2011): 123–50. http://dx.doi.org/10.17323/1814-9545-2011-2-123-150.

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Shen, Ting, and Spyros Konstantopoulos. "Class size effects on reading achievement in Europe: Evidence from PIRLS." Studies in Educational Evaluation 53 (June 2017): 98–114. http://dx.doi.org/10.1016/j.stueduc.2017.04.001.

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Rémond, Martine. "Éclairages des évaluations internationales PIRLS et PISA sur les élèves français." Revue française de pédagogie, no. 157 (December 1, 2006): 71–84. http://dx.doi.org/10.4000/rfp.433.

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Forsthoefel, Nancy R., Kerry Cutler, Martha D. Port, Tori Yamamoto, and Daniel M. Vernon. "PIRLs: A Novel Class of Plant Intracellular Leucine-rich Repeat Proteins." Plant and Cell Physiology 46, no. 6 (June 1, 2005): 913–22. http://dx.doi.org/10.1093/pcp/pci097.

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Agrusti, Gabriella. "La lettura ad alta voce e le prove IEA-PIRLS 2006." CADMO, no. 1 (June 2010): 83–95. http://dx.doi.org/10.3280/cad2010-001008.

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Botello Peñaloza, Héctor, and Andrea López Alba. "La influencia de las TIC en el desempeño académico: evidencia de la prueba PIRLS en Colombia 2011." Academia y Virtualidad 7, no. 2 (December 1, 2014): 15. http://dx.doi.org/10.18359/ravi.315.

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lector de niños de cuarto de primaria, utilizando la prueba Progreso Internacional en Competencia Lectora (pirls) de 2011 para una muestra de alumnos en Colombia. Para la estimación se utilizaron técnicas de regresión lineal múltiple, ya que permite el control de variables institucionales, familiares e individuales, para así hallar el efecto directo que tienen las tic en el puntaje promedio del estudiante. Los resultados muestran que la tenencia de tecnologías y el uso de éstas en el aprendizaje escolar mediante actividades de lectura de contenido digital, afectan positivamente el desempeño lector de los niños, incrementando el puntaje promedio entre un 21% y un 31%. Asimismo, el uso de computador (PC) para efectos de mejorar la lectura aporta un 32% adicional en la calificación de la prueba respecto a los niños que no usan PC para esto, siendo la variable de mayor peso. No obstante, se hace énfasis en el uso adecuado de las tic, ya que su utilización llana tanto en el hogar como en el colegio puede afectar negativamente el desempeño dado que se utilizan para otros objetivos fuera del escolar. Palabras clave: Colombia, desempeño lector, educación primaria, pirls, tic.

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Palacios-Rodríguez, Antonio, and Alberto Illescas-Martínez. "Análisis psicométrico y tecnológico de una prueba de evaluación competencial." Revista Internacional de Pedagogía e Innovación Educativa 1, no. 1 (January 30, 2021): 37–68. http://dx.doi.org/10.51660/ripie.v1i1.26.

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El desarrollo de la comprensión lectora, como capacidad vital para el crecimiento y maduración del alumnado, ha asumido un papel fundamental en el entorno educativo. En esta línea, con el avance de la tecnología han ido surgiendo diferentes técnicas de evaluación que pretenden medir por todo el mundo dicha competencia, así como los factores asociados a su adquisición: uno de estos estudios es PIRLS, un estudio de la IEA que evalúa la comprensión lectora de los alumnos en 4º de Primaria. El presente artículo pretende estudiar las características y comportamiento psicométrico de 16 ítems liberados por la IEA pertenecientes a una de las pruebas PIRLS: “La tortuga verde marina: el viaje de su vida”. Con este propósito, se realiza una investigación de enfoque descriptivo en la que se parte de una muestra de 2397 alumnos españoles los cuales han realizado la mencionada prueba tipo test, que ha sido examinada con diferentes procedimientos de exploración estadística gracias a diferentes softwares informáticos como SPSS o PARAM. Los resultados muestran diferentes grados de dificultad y discriminación en los ítems. Así mismo, se comprueba la unidimensionalidad de la subprueba, que mide el nivel de competencia lectora para adquirir y usar información. Además, se subraya la importancia de usar pruebas con fundamentos confiables que avalen su uso.

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Topping, Keith. "PISA/PIRLS Data on Reading Achievement: Transfer Into International Policy and Practice." Reading Teacher 59, no. 6 (March 2006): 588–90. http://dx.doi.org/10.1598/rt.59.6.9.

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Grilli, Leonardo, Fulvia Pennoni, Carla Rampichini, and Isabella Romeo. "Exploiting TIMSS and PIRLS combined data: Multivariate multilevel modelling of student achievement." Annals of Applied Statistics 10, no. 4 (December 2016): 2405–26. http://dx.doi.org/10.1214/16-aoas988.

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Kuznetsova, Marina I. "Features of reading literacy of Russian primary students obtained from PIRLS results." SHS Web of Conferences 29 (2016): 01042. http://dx.doi.org/10.1051/shsconf/20162901042.

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Lenkeit, Jenny, Jessica Chan, Therese N. Hopfenbeck, and Jo-Anne Baird. "A review of the representation of PIRLS related research in scientific journals." Educational Research Review 16 (October 2015): 102–15. http://dx.doi.org/10.1016/j.edurev.2015.10.002.

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Gilleece, Lorraine. "Parental involvement and pupil reading achievement in Ireland: ‎Findings from PIRLS 2011." International Journal of Educational Research 73 (2015): 23–36. http://dx.doi.org/10.1016/j.ijer.2015.08.001.

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Polivanova, K. N. "Educational Outcomes of Middle School in the Context of International Research." Психологическая наука и образование 20, no. 4 (2015): 19–30. http://dx.doi.org/10.17759/pse.2015200402.

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The article describes the three main international programs assessing the quality of educational outcomes – PISA, TIMSS, and PIRLS. Results of the Russian students in comparison with international average and states-leaders results show the gap especially on scales concerning the students’ ability to apply the school knowledge to real life situations. The unique configuration of Russian students’ results in different studies is identified and described. High level of results in primary school (PIRLS) and low level in medium school indicate that the gap is localized exactly at the second stage of education. Further analysis demonstrates that the Russian results are unique and reflect the commitment of the Russian educational system to the principles of academic orientation (high level of substantive results and low ability to apply them in my life). The psychological and pedagogical aspects of school life are presented and analyzed as follows: personal relationships of teachers and students, disciplinary climate, forms of pupils’ encouragement to learning. It is shown that these indicators in Russia are strongly positive for students’ responses, and often negative for teachers. It is argued that the impact of these indicators has an important potential of development of the Russian educational system. Authors believe that the described peculiarities reflect the real discrepancies in Russian school and can be a resource for the development of the Russian school.

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Zakharov, Andrey, and Anastasiya Kapuza. "Parental Teaching-to-Read Practices and Children’s Reading Literacy in Russia according to PIRLS2011." Voprosy Obrazovaniya / Educational Studies Moscow, no. 2 (2017): 234–57. http://dx.doi.org/10.17323/1814-9545-2017-2-234-257.

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Antipkina, I. V. "Analysis of the questionnaire of preschool parental involvement with an aid of Rush ranking model." Современная зарубежная психология 7, no. 3 (2018): 75–86. http://dx.doi.org/10.17759/jmfp.2018070307.

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The paper presents a procedure for analysis and improvement of the questionnaire of preschool parental involvement, created on the basis of the questionnaire for parents and designed for the international comparative study TIMSS-PIRLS 2011. The article introduces a detailed description of methodology of analysiswith the reference to one of Rush’s rating scales (RSM). The article shows the characteristics of modified scales. It describes the levels of preschool parental involvement and makes it possible to use this scale in work of researchers and school psychologists.

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Esikova, Yu. "International Research Programs for Assessing the Quality of Educational Achievements of Students." Standards and Monitoring in Education 8, no. 4 (September 15, 2020): 3–7. http://dx.doi.org/10.12737/1998-1740-2020-3-7.

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This article is devoted to international programs of researching the quality of education - PISA, TIMSS, PIRLS, which study the strengths and weaknesses of the education system in each country and providing information. This research is a unique source of data, which way countries prepare their students for the future. The article analyzes the position of Russia in international ratings based on testing. The author also points to the development of international testing and its transition to a digital format and the use of electronic assessment (eTIMSS).

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ERMAN-ASLANOĞLU, Aslıhan. "Factors Related to the Reading Comprehension Skills of 4th Grade Students According to Data of PIRLS 2001 Turkey." Journal of Educational Sciences Research 5, no. 2 (October 15, 2015): 1–18. http://dx.doi.org/10.12973/jesr.2015.52.1.

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49

Siregar, Evy I., Nadiya A. Hayati, Nurul Fadila, Agung Pratama, and Yusuf H. Yudha. "Think Future, Act Present: Looking Beyond the Closed Door." Sukma: Jurnal Pendidikan 1, no. 1 (April 1, 2017): 19–55. http://dx.doi.org/10.32533/01102(2017).

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Tulisan ini mencoba menggambarkan bagaimana persepsi kondisi pendidikan kita saat ini, dan usulan untuk mengatasinya berdasarkan pengalaman. Diawali dengan gambaran kondisi pendidikan yand dideskripsikan melalui alat ukur pendidikan yang digunakan sebagian besar negara-negara di dunia, ditawarkan cara yang telah dicoba diterapkan melalui beberapa mata ajaran terutama di bidang sains dan bahasa. Cara ini dilakukan dengan usaha menyelaraskan kurikulum, proses belajar-mengajar serta alat ukur yang digunakan. Menyelaraskan ke tiga hal tersebut merupakan upaya untuk menutup kesenjangan hasil belajar yang digambarkan melalui alat-alat tes seperti TIMMS, PISA dan PIRLS.

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Siregar, Evy I., Nadiya A. Hayati, Nurul Fadila, Agung Pratama, and Yusuf H. Yudha. "Think Future, Act Present: Looking Beyond the Closed Door." Sukma: Jurnal Pendidikan 1, no. 1 (April 1, 2017): 19–55. http://dx.doi.org/10.32533/01102.2017.

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Tulisan ini mencoba menggambarkan bagaimana persepsi kondisi pendidikan kita saat ini, dan usulan untuk mengatasinya berdasarkan pengalaman. Diawali dengan gambaran kondisi pendidikan yand dideskripsikan melalui alat ukur pendidikan yang digunakan sebagian besar negara-negara di dunia, ditawarkan cara yang telah dicoba diterapkan melalui beberapa mata ajaran terutama di bidang sains dan bahasa. Cara ini dilakukan dengan usaha menyelaraskan kurikulum, proses belajar-mengajar serta alat ukur yang digunakan. Menyelaraskan ke tiga hal tersebut merupakan upaya untuk menutup kesenjangan hasil belajar yang digambarkan melalui alat-alat tes seperti TIMMS, PISA dan PIRLS.

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Journal articles on the topic 'PIRLS'

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