Progress in International Reading Literacy Study 2016
PIRLS 2016 is the fourth cycle of the IEA Progress in International Reading Literacy Study (PIRLS), an assessment of reading comprehension that has been monitoring trends in student achievement at five-year intervals in countries around the world since 2001.
The PIRLS 2016 assessment will provide internationally comparative data about how well children read after four years of primary schooling. Like the previous PIRLS cycles (conducted in 2001, 2006, and 2011), the study will also collect extensive information about home supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating country.
Initiated in 2011, PIRLS Literacy (earlier known as prePIRLS) is based on the same view of reading comprehension as PIRLS but is designed to test basic reading skills that are prerequisites for success on PIRLS, for countries where most children are still developing fundamental reading skills. PIRLS Literacy can be administered at the fourth, fifth, or sixth grade.
As a new extension to PIRLS in 2016, ePIRLS is an innovative assessment of online reading, making it possible for countries to assess how successful they are in preparing fourth grade students to read, comprehend, and interpret online information. ePIRLS uses an engaging, simulated internet environment with authentic school-like assignments about science and social studies topics to measure achievement in reading for informational purposes.
The international PIRLS target population consists of students enrolled in the grade that represents four years of schooling (provided that the mean age at the time of testing is at least 9.5 years). To better match the assessment to the achievement level of students, countries have the option of administering PIRLS or PIRLS Literacy at the fifth or sixth grade.
Argentina (Buenos Aires), Australia, Austria, Azerbaijan, Bahrain, Belgium (Flemish), Belgium (French), Botswana, Bulgaria, Canada (with Ontario and Quebec as benchmarking systems), Chile, Chinese Taipei, Czech Republic, Denmark, Egypt, England, Finland, France, Georgia, Germany, Hong Kong SAR, Hungary, Iran, Ireland, Israel, Italy, Jordan, Kazakhstan, Kuwait, Lithuania, Malta, Morocco, Netherlands, New Zealand, Northern Ireland, Norway, Oman, Poland, Portugal, Qatar, Russian Federation, Saudi Arabia, Singapore, Slovak Republic, Slovenia, South Africa, Spain (with Andalusia as a benchmarking system), Sweden, Trinidad and Tobago, United Arab Emirates (with Abu Dhabi and Dubai as benchmarking systems), and United States.
The schedule of activities for PIRLS 2016 began with the first national research coordinators meeting in February 2013. Framework and instrument development were carried out in 2013–2014. The field test will be conducted in March–April 2015. The data collection for the main survey will take place in October–December 2015 (southern hemisphere countries) and March–June 2016 (northern hemisphere countries). The international reports will be released in December 2017, followed by the international database and user guide in February 2018.
Led by the TIMSS & PIRLS International Study Center at Boston College, United States, the management consortium also includes the IEA Secretariat, the IEA Data Processing and Research Center, Statistics Canada, and the Educational Testing Service. The study’s co-directors are Dr Michael Martin and Dr Ina Mullis. The international coordination of the study is carried out in cooperation with the national research coordinators of participating countries.