Measuring the level of reading development in international tests (Pirls) among educational systems in the 2011-2016 cycles

Abstract

This study aimed to measure the level of development of international reading (Pearls) between educational systems in the two sessions of 2011-2016. It also aimed to reveal the differences between the sexes in the 2011 session, to identify the factors that helped in the development, and to know the level of development of international reading in the Arab educational systems. The study used the descriptive approach. The sample of the study consisted of fourth-grade students of primary school (49) countries and (9) standard entities in the 2011 cycle, and fourth-grade students of primary school of (50) countries and normative entities in the 2016 session, they represent their entire community. Records and documents (IEA reports) were used in the study tools. In statistical analysis methods, international results report for the 2011 and 2016 cycles were used. The study concluded that there is a significant development in the level of international reading for (48) countries and standard entities in the 2016 session compared to the 2011 session. The study revealed the development of the level of females compared to the level of males in the 2011 cycle. It proved that the stimuli of the knowledge-rich environment contributed to enriching the international reading of students, while the study showed the low level of Arab educational systems. The study concluded with a set of recommendations and suggestions for future studies. Key words: Measurement, improvement, International Readers, Educational Systems, Pearls