What makes a good reader? Worldwide insights from PIRLS 2016

João Marôco

doi:10.1007/s11145-020-10068-8

Abstract

Using hierarchical linear models, this study probes into student, family, teacher, and schools’ variables that can explain the variation in Progress in International Reading Literacy Study (PIRLS) 2016 results. Students’ confidence in reading, early literacy tasks, and parents’ expectations are the strongest explanatory variables of reading literacy. Teachers’ perception of class instruction being limited by students’ needs is the strongest explanatory variable of PIRLS achievement, although this was not consistently verified among all countries. No teaching strategies or other related variables emerged consistently as explanatory variables in every country. A similar result was observed in schools where the percentage of economic disadvantage students was the most consistent explanatory variable of PIRLS results. The present analysis shows that although student variables are the most consistent explanatory variables among participating countries, a general conclusion of what makes a good reader worldwide must consider all student, teacher, and school variables conjointly, acknowledging the existence of between-country variation.

Highlights

In today’s driven information world, being able to read and comprehend what was read is a key skill for full citizenship
Progress in International Reading Literacy Study (PIRLS) 2016 aims at assessing the reading achievement of fourth graders in 50 participating countries using a set of standardized reading tests forms and context questionnaires to characterize education systems, schools, teachers, students, and their families
A detailed description of the PIRLS methods and experimental design can be found in the PIRLS 2016 Methods and Procedures manual edited by Martin, Mullis, and Hooper (2017)

Summary

Introduction

In today’s driven information world, being able to read and comprehend what was read is a key skill for full citizenship. Aware of the importance of reading in modern-day societies, the International Association for the Evaluation of Educational Achievement (IEA)—a cooperative of institutes and agencies, both government and non-governmental, that develop research in education—has been promoting the Progress in International Reading Literacy Study (PIRLS) every 5 years since 2001. The study evaluates reading literacy in children with 4 years of formal schooling (excluding the kindergarten or pre-primary education years) by sampling a large number of students in each participant. Readers can construct meaning from texts in a variety of forms They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment” It is fundamental that children are competent readers by the time they leave primary school

Methods

Results

Discussion

Conclusion