Literaturnachweis - Detailanzeige
| Autor/inn/en | Lenkeit, Jenny; Burge, Bethan |
|---|---|
| Institution | National Foundation for Educational Research (NFER) (England) |
| Titel | Analysis of the PIRLS 2011 Data: Save the Children. Evidence Paper |
| Quelle | (2014), (61 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-9100-0834-8 |
| Schlagwörter | Quantitative Daten; Reading Achievement; Literacy; International Programs; Reading Attitudes; Surveys; Reading Habits; Reading Tests; Equal Education; Family Environment; Gender Differences; Recreational Reading; Elementary School Students; Foreign Countries; United Kingdom (England); Progress in International Reading Literacy Study |
| Abstract | The Progress in International Reading Literacy Study (PIRLS) measures trends in children's reading literacy achievement. PIRLS was conducted for the third time in 2011. It is conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and compares the reading attainment and attitudes to reading of over 200,000 9- and 10-year-old children around the world. It is the only international study to provide information on the reading habits of primary-aged children: the survey collects information not just on reading attainment, but also about children's reading attitudes and habits, and whether and what they read for pleasure. Background information is also collected from headteachers and teachers and this provides further comparative information about schools and the teaching of reading. NFER was commissioned by Save the Children to provide international research evidence to support a major UK initiative, "Read On. Get On". As part of this, NFER has produced an evidence paper which accompanies the coalition report. This additional report contains analysis of data from PIRLS 2011 to provide further evidence on the attainment gap in England. Key findings include: (1) In England the score difference between the lowest and highest performers is larger than in countries with comparable overall performance; (2) Only five per cent of pupils in England do not reach the Low International Benchmark, with more boys than girls failing to reach this level. This gender gap is larger than in countries with comparable overall performance; (3) England has among the highest percentage of pupils reaching the Advanced International Benchmark, with more girls than boys performing at this highest level. In almost none of the comparison countries is the gender gap at the Advanced International Benchmark larger than in England; (4) In England, the lowest 25 per cent of performers report that their parents show interest in school related issues about once or twice a week. In two thirds of the comparison countries, pupils report that their parents were significantly more interested in their school related issues; and (5) In England, the lowest 25 per cent of performers report that on average they spend less than one hour per day reading outside of school. In over two thirds of the comparison countries this group of pupils reports spending significantly more time reading outside of school. Data tables are appended. (ERIC). |
| Anmerkungen | National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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