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ERIC Number: ED499108
Record Type: Non-Journal
Publication Date: 2007-Nov
Pages: 56
Abstractor: ERIC
Reference Count: 9
The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results from the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (NCES 2008-017)
Baer, Justin; Baldi, Stephane; Ayotte, Kaylin; Green, Patricia J.
National Center for Education Statistics
The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling, measuring student performance on a combined reading literacy scale and on a literary subscale and informational subscale. PIRLS is conducted by the International Association for the Evaluation of Educational Achievement (IEA). This report compares the performance of U.S. students with their peers worldwide. It also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading). (Contains 9 tables and 12 figures. Appended are: (1) Sample Items From PIRLS 2006; (2) Technical Notes; (3) PIRLS Technical Review Panel, United States; and (4) PIRLS Publications.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), Washington, DC.; American Institutes for Research (CRESS), Kensington, MD.; Research Triangle Inst., Durham, NC.
IES Funded: Yes
IES Cited: ED506230