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ERIC Number: ED594193
Record Type: Non-Journal
Publication Date: 2018-Nov
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2589-70396
Does Reading Literacy Instruction Vary According to Language or Culture? Similarities and Differences in English-, German- and French-Speaking Education Systems in PIRLS 2016. IEA Compass: Briefs in Education Number 4
Lafontaine, Dominique; Dupont, Virginie; Schillings, Patricia
International Association for the Evaluation of Educational Achievement
PIRLS 2016 data from eight education systems were used to examine how teachers from three different language groups differed in their teaching of reading literacy. Teaching reading practices differed substantially between the three linguistic/cultural groups. In English-speaking systems, effective practices for establishing reading literacy seem well implemented, but there is still room for more consistent implementation in German-speaking and French-speaking education systems.
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Identifiers - Location: Germany; France; United States; Canada; Ireland; Austria; Belgium
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study