PIRLS 2016 International Results in Reading

PIRLS 2016 International Results in Reading

TIMSS & PIRLS International Study Center:  December 2017

PIRLS 2016

What Makes a Good Reader: International Findings from PIRLS 2016

Students in the Russian Federation and Singapore Had the Highest Reading Achievement

Fifty countries from around the world participated in the PIRLS 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic skills to advanced comprehension. =The fourth grade students in the Russian Federation and Singapore had the highest reading achievement on average. 

These two countries also had more than one-fourth of their students reaching the PIRLS Advanced International Benchmark. Students reaching this level interpreted, integrated, and evaluated story plots and information in relatively complex texts. Hong Kong SAR, Ireland, Finland, Poland, and Northern Ireland also performed very well, with approximately one-fifth of their students reaching the Advanced Benchmark.

Russian Federation 581

Singapore 576

Hong Kong SAR 569

Ireland 567

Finland 566

Poland 565

Northern Ireland 565

In terms of basic reading literacy, it is noteworthy that in more than half of the PIRLS 2016 countries almost all of the students (more than 95 percent) demonstrated fundamental reading skills. These students could locate and reproduce ideas and information from text and make straightforward inferences.

PIRLS 2016 Trends Indicate an Increase in Good Readers Internationally

PIRLS countries with both long term and short term gains

•       Hungary

•       Italy

•       Norway

•       Russian Federation

•       Slovenia

Student Achievement Overview

There are internationally more good readers than there were 15 years ago. The trends over time since the inception of PIRLS in 2001 show more increases than decreases in achievement. Eleven countries improved over the long term (2001 to 2016) and only 2 declined; 18 improved over the short term (2011 to 2016), compared to 10 declining.

More Girls Than Boys Are Good Readers

Girls had higher average achievement than boys in 48 of the 50 PIRLS 2016 countries, and boys did not have higher achievement in any countries. The gender gap in reading achievement has favored girls since 2001 and does not appear to be closing.

Good Readers Have Home Environments That Support Literacy Learning

Good Readers Had an Early Start in Literacy Learning

Good Readers Attended Well Resourced, Academically Oriented Schools

Good Readers Attended Safe Schools

Reading Instruction Was a High Priority in Primary Schools Internationally

Good Readers Attend School Regularly and Are Not Tired or Hungry

Good Readers Had Positive Attitudes Toward Reading

Good Readers Had Little Difficulty Reading Online

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