Reading Passage on 9/11 for High School

The IEA's Progress in International Reading Literacy Study (PIRLS)^[1] is an international study of reading (comprehension) achievement in fourth graders. It has been conducted every 5 years since 2001 by the International Association for the Evaluation of Educational Achievement (IEA). It is designed to measure children's reading literacy accomplishment, to provide a baseline for future studies of trends in accomplishment, and to assemble information near children's dwelling house and school experiences in learning to read.^[2]

Over sixty countries and sub-national, benchmarking entities participated in PIRLS 2016.^[three]

History [edit]

PIRLS^[ane] provides internationally comparative data on how well children read by assessing students' reading achievement. PIRLS collects considerable background information on how pedagogy systems provide educational opportunities to their students as well as the factors that influence how students utilise these opportunities. These background data include information about the following: national curriculum policies in reading; how the education system is organized to facilitate learning; students' home surround for learning; school climate and resources; and how didactics actually occurs in classrooms. Studies of reading literacy had been conducted prior to the PIRLS study of 2001, and PIRLS is the successor to IEA studies, such as the Reading Literacy Study, that started in 1970 and continued until 1991.^[4] The PIRLS written report of 2001 started the tendency for cyclical testing; PIRLS has a frequency of five years. By administering the test every five years, education systems are able to monitor their children'southward literacy accomplishment over time. The current bicycle, PIRLS 2016, is the 4th bicycle of the IEA PIRLS. Similar the previous PIRLS cycles (conducted in 2001, 2006, and 2011), the study will also collect extensive information about domicile supports for literacy, curriculum and curriculum implementation, instructional practices, and school resources in each participating country.^[ane]

Cycles [edit]

PIRLS 2021 [edit]

PIRLS 2022 volition exist the fifth cycle in the PIRLS framework. IEA's PIRLS will continue to collect considerable background information from the assessed students, their parents, teachers and school principals on how education systems provide educational opportunities to their students, besides as the factors that influence how students use these opportunities. Trend results beyond assessments permit countries to monitor the effectiveness of their educational systems in a global context, and PIRLS 2022 marks 20 years of trends.

PIRLS 2022 evolves farther from PIRLS 2022 in allowing countries to administrate the full PIRLS reading cess, including both PIRLS Informational and Literary (the previous standard PIRLS assessment), and the ePIRLS Online Informational (the previous ePIRLS), every bit one seamless digitally based endeavour. Countries may also select from ii levels of the PIRLS cess; providing students with an assessment experience better suited to their reading abilities increases student motivation and provides more accurate assessment data. All results will be reported on the aforementioned PIRLS achievement scale.

PIRLS 2022 thus offers three flexible options, enabling participants to select the administration path best suited to assessing their teaching system:(one) A new fully digital ePIRLS cess, which integrates all aspects of PIRLS Advisory, PIRLS Literary, and the ePIRLS Online Advisory assessments; 2) The paper-only version of the PIRLS assessment, which is equivalent to the original pen-and-paper PIRLS standard cess; and (3) The paper-merely version of the PIRLS cess, taken together with the ePIRLS Online Informational assessment.^[5]

PIRLS 2016 [edit]

PIRLS 2022 was released on December five, 2017.^[half-dozen] It besides collects all-encompassing information about home supports for literacy, curriculum and curriculum implementation, instructional practices, and schoolhouse resources in each participating country. In this cycle there were two boosted initiatives: (1) the PIRLS Literacy cess (before known as prePIRLS) is equivalent to PIRLS in scope and reflects the same conception of reading as PIRLS. Its purpose is to extend the constructive measurement of reading literacy at the lower end of the achievement scale. Countries whose fourth-form students are however developing central reading skills tin participate in the PIRLS Literacy assessment and still have their results reported on the PIRLS achievement calibration. The reading passages and questions in common between the PIRLS Literacy and the PIRLS assessments will enable the two assessments to be linked, and their results to exist compared. (2) Initiated in 2016, ePIRLS is a figurer-based reading assessment of students' ability to larn and use information when reading online. The assessment encompasses an engaging, simulated cyberspace surround with authentic school-similar assignments about science and social studies topics. The ePIRLS online reading accomplishment scale enables countries to examine their quaternary-graders' online reading performance relative to their performance on the PIRLS reading achievement scales.

In terms of trends, the PIRLS results for student achievement by land states that 18 countries had higher average achievement, 13 countries had the same average achievement, and 10 countries had lower average achievement; and girls had higher reading achievement than boys in 48 of the l countries.^{[vii] [8]}

The 2022 PIRLS Encyclopedia has the Education Policy and Curriculum in Reading by state. It describes the structure of each education system, the reading curricula in the primary grades, and overall policies related to reading educational activity.^[9]

The x countries with the highest boilerplate reading accomplishment were: Russian federation, Singapore, Hong Kong SAR, Ireland, Finland, Poland, Northern Republic of ireland, Norway, Taiwan, and England.^[10]

Rank	Country	Average scale score	Change over 5 years
i	Russia	581	13 points
2	Singapore	576	9 points
iii	Hong Kong	569	2 points
4	Republic of ireland	567	15 points
5	Finland	566	2 points
6	Poland	565	39 points
half-dozen	Northern Ireland	565	seven points
8	Norway [a]	559	52 points
8	Chinese Taipei	559	6 points
viii	England	559	7 points
11	Republic of latvia	558	N/A
12	Sweden	555	13 points
13	Hungary	554	15 points
14	Bulgaria	552	20 points
15	United States	549	seven points
sixteen	Lithuania	548	20 points
16	Italia	548	7 points
18	Kingdom of denmark	547	7 points
xix	Macau	546	Due north/A
20	Netherlands	545	i indicate
21	Australia	544	17 points
22	Czechia	543	2 points
22	Canada	543	5 points
24	Slovenia	542	12 points
25	Austria	541	12 points
26	Germany	537	4 points
27	Kazakhstan	536	N/A
28	Slovakia	535
29	Israel	530	11 points
30	Portugal	528	thirteen points
30	Spain	528	15 points
32	Belgium (Flemish)	525	N/A
33	New Zealand	523	viii points
34	France	511	ix points
International average		500
35	Belgium (French)	497	9 points
36	Chile	494	N/A
37	Georgia	488
38	Trinidad and Tobago	479	viii points
39	Azerbaijan	472	10 points
xl	Republic of malta	452	25 points
41	United Arab Emirates	450	11 points
42	Bahrain	446	N/A
43	Qatar	442	17 points
44	Saudi Arabia	430
45	Iran	428	29 points
46	Oman	418	27 points
47	Kuwait	393	N/A
48	Morocco	358	48 points
49	Egypt	330	N/A
fifty	Southward Africa	320	Due north/A
Benchmarking participants
–	Moscow (Russia)	612	N/A
–	Madrid (Spain)	549	N/A
–	Quebec (Canada)	547	9 points
–	Ontario (Canada)	544	viii points
–	Andalusia (Espana)	525	10 points
–	Norway [b]	517	North/A
–	Dubai (United Arab Emirates)	515	39 points
–	Denmark [c]	501	N/A
–	Buenos Aires (Argentina)	480	Due north/A
–	Abu Dhabi (United Arab Emirates)	414	x points
–	South Africa (English language/Afrikaans/Zulu)[a]	406	Northward/A

1. ^ ^{a b} fifth course students
2. ^ quaternary grade students
3. ^ 3rd grade students

Helpful pages [edit]

• "Listing of reading achievement scores past country - PIRLS 2016".
• "Trends in reading scores by land - PIRLS 2016".
• "Links to each country for their education system, quaternary course curriculum, etc. - PIRLS 2016".

PIRLS 2011 [edit]

Combining newly developed reading assessment passages and questions for 2011 with a pick of secure assessment passages and questions from 2001 and 2006, the study offered a state-of-the-art cess of reading comprehension that immune for measurement of changes since 2001. The international population for PIRLS 2011 consisted of students in the form that represents four years of schooling, provided that the mean age at the time of testing was at least ix.5 years. In the 2011 cycle, prePIRLS (at present known as PIRLS Literacy) was offered to appraise basic reading skills as a bridge to PIRLS, for countries where well-nigh children are still developing fundamental reading skills at the stop of the primary school cycle.^[11]

Rank	State	Average scale score	Change over v years
ane	Hong Kong	571	7 points
two	Russia	568	iii points
2	Republic of finland	568	North/A
iv	Singapore	567	9 points
v	Northern Ireland	558	N/A
6	United states	556	xvi points
seven	Denmark	554	viii points
8	Republic of croatia	553	Northward/A
8	Chinese Taipei	553	xviii points
10	Ireland	552	North/A
ten	England	552	thirteen points
12	Canada	548	North/A
xiii	Netherlands	546	1 point
14	Czech Democracy	545	N/A
15	Sweden	542	seven points
xvi	Italy	541	ten points
16	Germany	541	seven points
sixteen	State of israel	541	29 points
16	Portugal	541	Northward/A
twenty	Hungary	539	12 points
21	Slovakia	535	iii points
22	Bulgaria	532	xv points
23	New Zealand	531	1 point
24	Slovenia	530	8 points
25	Austria	529	ix points
26	Lithuania	528	ix points
27	Australia	527	N/A
28	Poland	526	7 points
29	French republic	520	2 points
30	Spain	513
31	Norway	507	9 points
32	Belgium (French)	506	half dozen points
33	Romania	502	thirteen points
International average		500
34	Georgia	488	17 points
35	Malta	477	N/A
36	Trinidad and Tobago	471	35 points
37	Republic of azerbaijan	462	North/A
38	Iran	457	36 points
39	Colombia	448	N/A
40	United Arab Emirates	439	N/A
41	Saudi Arabia	430	Due north/A
42	Republic of indonesia	428	23 points
43	Qatar	425	72 points
44	Oman	391	Northward/A
45	Morocco	310	13 points
6th grade participants
–	Honduras [a]	450	North/A
–	Morocco [a]	424	N/A
–	Kuwait [a]	419	N/A
–	Botswana [a]	419	N/A
Benchmarking participants
–	Florida (United States)	569	Northward/A
–	Ontario (Canada)	552	3 points
–	Alberta (Canada)	548	12 points
–	Quebec (Canada)	538	5 points
–	Andalusia (Spain)	515	Due north/A
–	Dubai (United Arab Emirates)	476	North/A
–	Malta (Maltese)	457	N/A
–	Abu Dhabi (United Arab Emirates)	424	N/A
–	South Africa (English language/Afrikaans) [b]	421	N/A

1. ^ ^{a b c d} 6th grade students
2. ^ fifth grade students

PIRLS 2006 [edit]

PIRLS 2006 assessed a range of reading comprehension strategies for two major reading purposes: literary and informational. The educatee test of reading comprehension addressed four processes:

• retrieval of explicitly stated information
• making straightforward inferences
• interpreting and integrating ideas and data
• test and evaluation of content, language, and textual elements.

PIRLS 2006 assessed students enrolled in the fourth form.^[12]

Rank	Country	Average scale score	Change over five years
1	Russia	565	37 points
2	Hong Kong	564	36 points
3	Alberta (Canada)	560	North/A
4	Singapore	558	xxx points
4	British Columbia (Canada)	558	Northward/A
half dozen	Grand duchy of luxembourg	557	N/A
7	Ontario (Canada)	555	Northward/A
viii	Italia	551	x points
8	Hungary	551	Due north/A
ten	Sweden	549	12 points
xi	Germany	548	9 points
12	Netherlands	547	7 points
12	Kingdom of belgium (Flemish)	547	N/A
12	Republic of bulgaria	547	3 points
15	Kingdom of denmark	546	Northward/A
16	Nova Scotia (Canada)	542	Due north/A
17	Republic of latvia	541	iv points
xviii	U.s.	540	two points
19	England	539	14 points
20	Austria	538	N/A
21	Lithuania	537	6 points
22	Chinese Taipei	535	N/A
23	Quebec (Canada)	533	Northward/A
24	New Zealand	532	3 points
24	Slovakia	532	15 points
26	Scotland	527	i point
27	French republic	522	3 points
27	Slovenia	522	20 points
29	Poland	519	Due north/A
30	Spain	513	Northward/A
31	State of israel	512	3 points
32	Republic of iceland	511	1 indicate
International average		500
33	Moldova	500	8 points
33	Kingdom of belgium (French)	500	Northward/A
35	Norway	498	ane point
36	Romania	489	23 points
37	Georgia	471	N/A
38	Macedonia	442
39	Trinidad and Tobago	436	N/A
40	Iran	421	North/A
41	Indonesia	405	N/A
42	Qatar	353	N/A
43	Kuwait	330	66 points
44	Morocco	323	27 points
45	South Africa	302	Northward/A

PIRLS 2001 [edit]

The IEA Progress in International Reading Literacy Study (PIRLS) 2001 was the first cycle of assessments to mensurate trends in children's reading literacy achievement, and policy and practices related to literacy. The written report examined three aspects of reading literacy: processes of comprehension, purposes for reading, and reading literacy behavior and attitudes. 35 countries took part in the kickoff wheel where students enrolled in the 4th grade were assessed.^[13]

Rank	Land	Average calibration score
1	Sweden	561
2	Netherlands	554
3	England	553
4	Bulgaria	550
five	Republic of latvia	545
6	Canada [a]	544
7	Lithuania	543
vii	Hungary	543
9	United states	542
10	Italian republic	541
11	Federal republic of germany	539
12	Czech Republic	537
13	New Zealand	529
14	Scotland	528
xiv	Singapore	528
fourteen	Russia	528
14	Hong Kong	528
18	France	525
19	Greece	524
xx	Slovakia	518
21	Republic of iceland	512
21	Romania	512
23	Israel	509
24	Slovenia	502
International average		500
25	Norway	499
26	Cyprus	494
27	Moldova	492
28	Turkey	449
29	Macedonia	442
30	Republic of colombia	422
31	Argentina	420
32	Islamic republic of iran	414
33	State of kuwait	396
34	Kingdom of morocco	350
35	Belize	327

1. ^ Represented by Ontario (548) and Quebec (487)

United States results by race and ethnicity [edit]

Race	2016[fourteen]	2011[15]	2006[16]	2001[17]
	Score	Score	Score	Score
Asian	591	588	567	551
Multiracial	—	578	—	—
White	571	575	560	565
United states Average	549	556	540	542
Other	545	—	573	—
Hispanic	525	532	518	517
Black	518	522	503	502
American Indian/Alaska Native	—	—	468	—

PIRLS assessment [edit]

The PIRLS study consists of a main survey that consists of a written reading comprehension examination and a groundwork questionnaire. The PIRLS Reading Development Group (RDG) and National Research Coordinators (NRCs) from the participating countries collaborate to develop the reading assessments. The assessment focuses on 3 primary areas of literacy: process of comprehension, purposes for reading, and reading behaviors and attitudes. The background questionnaire is used to determine the reading behaviors and attitudes. The written exam is designed to address the process of comprehension and the purposes for reading. There are 2 purposes for reading that are examined in this study: reading for literary experience and reading to larn and use information. Each student receives 80 minutes to complete two passages and so time to complete the survey. There are a full of 8 passage. Four passages are for each purpose of reading. "With 8 reading passages in total, but just 2 to be given to whatever i educatee, passages and their accompanying items were assigned to student exam booklets co-ordinate to a matrix sampling programme. The eight passages were distributed across 10 booklets, two per booklet, then that passages were paired together in a booklet in as many unlike ways as possible."^[two] The PIRLS target population is the grade that represents four years of schooling, counting from the first year of ISCED Level 1, which corresponds to the fourth form in nearly countries. To improve match the assessment to the achievement level of students, countries have the choice of administering PIRLS or PIRLS Literacy at the 5th or sixth grade.

Background questionnaire [edit]

Given to:

• Home/parents—This questionnaire includes questions about "students' early on reading experiences, child-parent literacy interactions, parents' reading habits and attitudes, home-schoolhouse connections, and demographic and socioeconomic indicators."
• Students—This questionnaire includes questions most "instructional experiences, cocky-perception and attitudes towards reading, out-of-school reading habits, computer apply, home literacy resources, and basic demographic information."
• Teachers—This questionnaire includes questions well-nigh "characteristics of the class tested, instructional activities for teaching reading, classroom resource, assessment practices, and almost their education, training, and opportunities for professional development."
• Schools—This questionnaire includes questions near "enrollment and schoolhouse characteristics, school organisation for reading didactics, school staffing and resources, home-school connections, and the schoolhouse environs."^[2]

Participating organizations [edit]

• International Association for the Evaluation of Educational Accomplishment|IEA]] with offices in Amsterdam and Hamburg
• International Report Middle (ISC) at Boston Higher
• Statistics Canada
• Educational Testing Services in Princeton, NJ
• National Foundation for Educational Research in England and Wales (NFER) in the United Kingdom
• Reading Evolution Grouping (RDG)

Participating countries [edit]

Country	Years
Argentina	2001, 2016[a]
Commonwealth of australia	2011, 2016
Austria	2006, 2011, 2016
Republic of azerbaijan	2011, 2016
Bahrain	2016
Belize	2001
Belgium	2006,[b] 2011,[c] 2016[b]
Botswana	2011[d]
Republic of bulgaria	2001, 2006, 2011, 2016
Canada	2001,[due east] 2006,[f] 2011, 2016
Chile	2016
Chinese Taipei	2006, 2011, 2016
Republic of colombia	2001, 2011
Republic of croatia	2011
Republic of cyprus	2006
Czech republic	2001, 2011, 2016
Denmark	2006, 2011, 2016
Egypt	2016
England	2001, 2006, 2011, 2016
Republic of finland	2011, 2016
France	2001, 2006, 2011, 2016
Georgia	2006, 2011, 2016
Deutschland	2001, 2006, 2011, 2016
Greece	2001
Honduras	2011[d]
Hong Kong	2001, 2006, 2011, 2016
Hungary	2001, 2006, 2011, 2016
Iceland	2001, 2006
Indonesia	2006, 2011
Islamic republic of iran	2001, 2006, 2011, 2016
Republic of ireland	2011, 2016
Israel	2001, 2006, 2011, 2016
Italy	2001, 2006, 2011, 2016
Kazakhstan	2016
Kuwait	2001, 2006, 2011,[d] 2016
Latvia	2001, 2006, 2016
Lithuania	2001, 2006, 2011, 2016
Macau	2016
Republic of macedonia	2001, 2006
Republic of malta	2011, 2016
Moldova	2001, 2006
Morocco	2001, 2006, 2011, 2016
Netherlands	2001, 2006, 2011, 2016
New Zealand	2001, 2006, 2011, 2016
Northern Republic of ireland	2011, 2016
Kingdom of norway	2001, 2006, 2011, 2016
Sultanate of oman	2011, 2016
Portugal	2011, 2016
Qatar	2006, 2011, 2016
Romania	2001, 2006, 2011
Russia	2001, 2006, 2011, 2016
Saudi Arabia	2011, 2016
Scotland	2001, 2006
Singapore	2001, 2006, 2011, 2016
Slovakia	2001, 2006, 2011, 2016
Slovenia	2001, 2006, 2011, 2016
Due south Africa	2006, 2011,[g] 2016
Spain	2006, 2011, 2016
Sweden	2001, 2006, 2011, 2016
Trinidad and Tobago	2006, 2011, 2016
Turkey	2001
United Arab Emirates	2011, 2016
Us	2001, 2006, 2011, 2016

1. ^ every bit Buenos Aires (benchmarking only)
2. ^ ^{a b} French and Flemish separated
3. ^ French simply
4. ^ ^{a b c} 6th course only
5. ^ represented by Ontario and Quebec
6. ^ as Alberta, British Columbia, Nova Scotia, Ontario, and Quebec
7. ^ English language/Afrikaans (benchmarking only)

Encounter also [edit]

• International Association for the Evaluation of Educational Achievement
• Programme for International Educatee Cess (PISA), an educational ranking amid OECD nations
• Trends in International Mathematics and Science Report (TIMSS)

Hereafter studies [edit]

PIRLS 2016^[1] is the fourth cess in the current tendency series, post-obit PIRLS 2001, 2006, and 2011. Participating countries include: Argentina (Buenos Aires), Australia, Austria, Azerbaijan, Bahrain, Belgium (Flemish), Belgium (French), Botswana, Bulgaria, Canada (with Ontario and Quebec as benchmarking systems), Chile, Taiwan, Czech republic, Denmark, Egypt, England, Republic of finland, France, Georgia, Federal republic of germany, Hong Kong SAR, Hungary, Iran, Republic of ireland, Israel, Italian republic, Jordan, Kazakhstan, Kuwait, Lithuania, Malta, Morocco, Netherlands, New Zealand, Northern Ireland, Kingdom of norway, Oman, Poland, Portugal, Qatar, Russia, Saudi Arabia, Singapore, Slovak Republic, Slovenia, S Africa, Spain (with Andalusia as a benchmarking organisation), Sweden, Trinidad and Tobago, United Arab Emirates (with Abu Dhabi and Dubai equally benchmarking systems), and United States. All of the countries, institutions, and agencies involved in successive PIRLS assessments take worked collaboratively in building the most comprehensive and innovative mensurate of reading comprehension possible, beginning in 2001 and improving with each wheel since and so. PIRLS is directed by the TIMSS & PIRLS International Study Center at Boston College.^[xviii]

PIRLS 2021^[19] volition exist the fifth cess, mark 20 years of trends. Country enrollment opened in 2017.

References [edit]

1. ^ ^{a b c d} "PIRLS. Progress in International Reading Literacy Report - IEA". world wide web.iea.nl. Archived from the original on 2016-11-21. Retrieved 2016-eleven-21 .
2. ^ ^{a b c} "PIRLS 2001 International Report, Appendix A" (PDF) . Retrieved 2018-08-x .
3. ^ "Monitoring Trends in Reading Literacy Achievement, 2022 PIRLS".
4. ^ "Other IEA studies - IEA". www.iea.nl.
5. ^ "Info" (PDF). world wide web.iea.nl.
6. ^ "PIRLS 2016".
7. ^ "PIRLS 2022 International results in reading".
8. ^ "Trends in reading results by land".
9. ^ "2016 PIRLS Encyclopedia".
10. ^ "PIRLS 2022 Pupil Achievement Overview".
11. ^ "PIRLS 2011 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 26 May 2021. Retrieved 13 December 2021.
12. ^ "PIRLS 2006 International Report, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on 27 March 2016. Retrieved 13 December 2021.
13. ^ "PIRLS 2001 International Study, Chapter 1" (PDF). timssandpirls.bc.edu. Archived (PDF) from the original on xx May 2019. Retrieved 13 December 2021.
14. ^ "Reading Achievement of U.S. Fourth-Grade Students in an International Context" (PDF). {{cite web}}: CS1 maint: url-status (link)
15. ^ "PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)". {{cite web}}: CS1 maint: url-condition (link)
16. ^ "The Reading Literacy of U.Due south. Fourth-Grade Students in an International Context" (PDF). {{cite spider web}}: CS1 maint: url-status (link)
17. ^ "International Comparisons in Quaternary-Grade Reading Literacy" (PDF). {{cite web}}: CS1 maint: url-status (link)
18. ^ "Intro" (PDF). timssandpirls.bc.edu. 2016.
19. ^ "PIRLS - Next Cycle - IEA". world wide web.iea.nl.

External links [edit]

• http://www.iea.nl/pirls-progress-international-reading-literacy-study
• http://www.pirls.org/
• http://nces.ed.gov/surveys/pirls/
• http://timss.bc.edu/pirls2001.html
• http://www.nfer.ac.uk/publications/other-publications/downloadable-reports/reading-all-over-the-world-progress-in-international-reading-literacy-report.cfm
• http://timssandpirls.bc.edu/
• http://pirls2016.org/pirls/summary/ PIRLS Summary
• U.S. PIRLS and ePIRLS 2022 Technical Report and User's Guide, JULY 2019

Further reading [edit]

• "Where the globe's fourth-graders read at the most advanced level, December 2017".
• "British Educational Research Journal; Measuring Standards in Primary English: The Validity of Pirls: A Response to Mary Hilton; Chris Whetton, Liz Twist and Marian Sainsbury; 2007". JSTOR 30032803.
• "The limits of educational data; David Buckingham".

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Source: https://en.wikipedia.org/wiki/Progress_in_International_Reading_Literacy_Study

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