PIRLS 2016 :: US Fourth-Grade Students

Reading Achievement of

US 4th-Grade Students

Reading Achievement of U.S. Fourth-Grade Students in an International Context

First Look at the Progress in International Reading Literacy Study (PIRLS)

and ePIRLS 2016

NCES: December 2017

Selected Findings

The U.S. overall average reading score was 549 (table 1). This score was higher than the PIRLS scale centerpoint, which is set at 500 points. The U.S. overall average reading score was lower than the averages for 12 education systems, higher than the averages for 30 education systems, and not significantly different from the averages for 15 education systems.

In 2016, some 16 percent of U.S. fourth-graders performed at or above the Advanced (625) benchmark, and 53 percent of fourth-graders performed at or above the High (550) benchmark (figure 1).

The percentages of U.S. fourth-graders performing at or above the Advanced and High benchmarks were higher than the international median. Seven education systems (Singapore, the Russian Federation, Northern Ireland-GBR, Ireland, Poland, England-GBR, and Moscow City-RUS) had a higher percentage of fourth-graders performing at or above the Advanced benchmark than the United States.

For the Low (400) benchmark, 96 percent of U.S. fourth-graders performed at or above the benchmark, and 24 education systems had a smaller percentage of students performing at or above the benchmark.

In 2016, among U.S. fourth-graders, females scored higher on average on the overall reading scale than males (553 vs. 545) (figure 4). Compared to the U.S. overall average reading score, White and Asian fourth-graders scored higher on average, while Black and Hispanic fourth-graders scored lower on average.

Table 1, Page 8

U.S. fourth-graders in public schools with less than 50 percent of students eligible for free or reduced-price lunch scored higher on average than the U.S. overall average reading score, while fourth-graders in public schools with more than 75 percent of students eligible for free or reduced-price lunch scored lower on average than the U.S. overall average reading score (figure 4).

Performance over time

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There was no measurable change in the U.S. overall average reading scale score between 2001 (542) and 2016 (549) (figures 2 and 3). Between 2011 and 2016, the overall average reading score for U.S. fourth-graders declined from 556 to 549.  READ MORE >>

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

READ MORE >>

PIRLS and PISA

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of the reading achievement, behaviors and attitudes of fourth-grade students in the United States and in other participating countries. The study includes a written test of reading comprehension and a series of questionnaires focusing on the factors associated with the development of reading literacy.
A summary of findings from PIRLS 2006:

In 2006, 45 education systems participated in the Progress in Reading Literacy Study (PIRLS), including 38 countries, 5 Canadian provinces, and the separate English- and French-speaking education systems in Belgium. PIRLS was first done in 2001 and included 35 countries.

The average score for U.S. students was:

~ 540, higher than the average score (500) in 22 education systems
~ a greater % reaching achievement benchmarks compared to International %
~ lower than 10 education systems and
~ not significantly different from 12 education systems.

Fourth-grade-age children in Russia, Hong Kong, and Singapore have the highest levels of literacy. Although the average score for students in the United States and England was above the scale average, those scores ranked 17th and 18th, respectively.

Compared to 2001, the average score for U.S. students in 2006 was not significantly different overall. On the 2006 assessment, the average score for U.S. students in reading for literary experience was 4 points higher than their average score in reading to acquire and use information. In 2001, the difference was 17 points.

565 Russian Federation
564 Hong Kong SAR
560 Canada, Alberta
558 Singapore
558 Canada, British Columbia
557 Luxembourg
555 Canada, Ontario
551 Italy
551 Hungary
549 Sweden
548 Germany
547 Netherlands
547 Belgium (Flemish)
547 Bulgaria
546 Denmark
542 Canada, Nova Scotia
541 Latvia
540 United States
539 England

The Programme for International Student Assessment (PISA) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools.

The survey was implemented in 43 countries in the 1st assessment in 2000, in 41 countries in the 2nd assessment in 2003, in 57 countries in the 3rd assessment in 2006 and 62 countries have signed up to participate in the 4th assessment in 2009.

Tests are typically administered to between 4,500 and 10,000 students in each country. PISA focuses on reading, mathematics and science literacy; it also includes measures of general or cross-curricular competencies such as learning strategies. PISA 2000 focused on reading literacy, PISA 2003 focused on mathematics literacy, and in 2006: science literacy.

Reading & Math rankings for 15 year old students; US ranks below average in Math. (PISA also has a Science ranking)

Rankings @ BBC

Printing Errors Invalidate U.S. Reading Scores on PISAEducation Week: Nov 27, 07 by Sean Cavanagh
Reading scores for the United States on an international assessment of student skills have been invalidated because of major errors in the printing of the test, in what a top federal education official called an “embarrassment” for government officials and the private contractor responsible for administering the exam.

The results of the reading section of the Program for International Student Assessment, or PISA, were ruined when printing errors in the test booklets directed students to the wrong pages for information related to specific questions. READ ON