NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED510245
Record Type: Non-Journal
Publication Date: 2007-Aug
Pages: 446
Abstractor: ERIC
ISBN: 1-8899-3843-2
PIRLS 2006 Encyclopedia: A Guide to Reading Education in the Forty PIRLS 2006 Countries
Kennedy, Ann M., Ed.; Mullis, Ina V.S., Ed.; Martin, Michael O., Ed.; Trong, Kathleen L., Ed.
International Association for the Evaluation of Educational Achievement
In the "PIRLS (Progress in International Reading Literacy Study) 2006 Encyclopedia," each participating country, 39 in total, describes its education system and the reading curriculum as it is intended to be taught, and outlines the polices and practices that guide reading instruction and teacher education. This in-depth, qualitative approach to describing differences among countries in terms of policy, organization, and practice is intended to complement the more quantitative approach adopted by the "PIRLS 2006 International Report," which summarizes reading achievement in participating countries and presents reports by parents, teachers, and students of literacy activities and educational resources in the home and school, and instructional practices in the classroom. The "PIRLS 2006 Encyclopedia" was developed specifically to describe a number of the factors influencing the intended curriculum within each participating country and to present the intended reading curricula through the fourth grade. The culture of the country, including the value placed on education, learning, and literacy, is a powerful influencing factor as is its economic health and the diversity of its citizenry. Within this context, some countries have centralized education systems and others have decentralized decision-making structures. In many countries, the locus of decision making can differ depending on the particular policies. For example, there are often national regulations about the number of years of compulsory schooling, the structure of the education system, and the criteria for students receiving certificates of completion or diplomas. Also, many countries have a nationally recognized curriculum, whereas others have a more decentralized approach to curricular decisions. Each chapter summarizes the curriculum intended to guide reading instruction through the fourth grade. There is considerable information about the reading skills and strategies that children were expected to have studied and learned prior to the PIRLS 2006 assessment. Textbooks, instructional materials, technological resources, and library facilities are described because they serve and reflect the priorities of the intended curriculum. Assessment and examination systems also are covered because they provide information to identify students needing remediation, suggest instructional programs needing improvement, and further support the expected outcomes of the education system. (Each section contains references, resources, tables, figures, and footnotes.) [For the "PIRLS 2006 Technical Report," see ED499436.]
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: Reference Materials - General; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 10; Grade 11; Grade 12; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Boston College, TIMSS & PIRLS International Study Center; International Association for the Evaluation of Educational Achievement