International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001.

Autor/inn/en	Ogle, Laurence T.; Sen, Anindita; Pahlke, Erin; Jocelyn, Leslie; Kastberg, David; Roey, Stephen; Williams, Trevor
Institution	National Center for Education Statistics (ED), Washington, DC.; Education Statistics Services Inst., Washington, DC.; Westat, Inc., Rockville, MD.
Titel	International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001.
Quelle	(2003), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Educational Indicators; Foreign Countries; Grade 4; Intermediate Grades; International Programs; Literacy; Low Income; Racial Differences; Reading Achievement; Reading Attitudes; Reading Tests; Recreational Reading; Sex Differences + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Alphabetisierung; Schreib- und Lesefähigkeit; Niedriglohn; Rassenunterschied; Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Lesetest; Häusliche Lektüre; Sex difference; Geschlechtsunterschied
Abstract	The Progress in International Reading Literacy Study (PIRLS) is an assessment of reading comprehension of nine-year-olds in 35 countries and was conducted by the International Association for the Evaluation of Educational Achievement (IEA). This report compares findings from the United States with other countries and takes a closer look at performance within the United States. Results indicated that: (1) United States fourth graders outperformed their counterparts in 23 of the 34 other countries, although they scored lower than students in England, the Netherlands, and Sweden; (2) the percentage of U.S. fourth graders reaching each of four benchmarks is higher than the international averages; (3) fourth-grade girls scored higher than fourth-grade boys in the combined reading literacy scale on average in every participating country; (4) with the exception of Black fourth graders, each racial/ethnic group in the United States scored higher than the international average on the combined reading literacy scale, as well as on the two reading subscales; (5) fourth graders in U.S. public elementary schools with the highest poverty levels scored lower on the combined reading literacy scale compared to their counterparts in schools with lower poverty levels; (6) 95% of U.S. fourth-grade students attend schools with a curricular emphasis on reading, which is greater than the international average of 78%; (7) 35% of U.S. fourth-grade students reported reading for fun every day or almost every day, which is smaller than the international average of 40%; (8) 32% of U.S. fourth-grade students reported they never or almost never read for fun outside of school, a significantly higher percentage that the international average of 18%; and (9) U.S. fourth graders who reported reading literary fiction outside of school at least once or twice a month had higher scores on the combined reading literacy scale than those who never or almost never did so. Contains sample items from PIRLS 2001 and a brief description of the IEA International Reading Literacy Study of 1991. Appendixes contain technical notes; a brief analysis of the similarities and differences between PIRLS and the upcoming National Assessment of Educational Progress results of testing of U.S. fourth graders; and supplemental tables of data. (Contains 15 figures and 10 exhibits.) (RS)
Anmerkungen	National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003073.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC