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 Increase 13 points
2 Singapore 576 Increase 9 points
iii Hong Kong 569 Decrease 2 points
4 Republic of ireland 567 Increase 15 points
5 Finland 566 Decrease 2 points
6 Poland 565 Increase 39 points
half-dozen Northern Ireland 565 Increase seven points
8 Norway [a] 559 Increase 52 points
8 Chinese Taipei 559 Increase 6 points
viii England 559 Increase 7 points
11 Republic of latvia 558 N/A
12 Sweden 555 Increase 13 points
13 Hungary 554 Increase 15 points
14 Bulgaria 552 Increase 20 points
15 United States 549 Decrease seven points
sixteen Lithuania 548 Increase 20 points
16 Italia 548 Increase 7 points
18 Kingdom of denmark 547 Decrease 7 points
xix Macau 546 Due north/A
20 Netherlands 545 Decrease i indicate
21 Australia 544 Increase 17 points
22 Czechia 543 Decrease 2 points
22 Canada 543 Decrease 5 points
24 Slovenia 542 Increase 12 points
25 Austria 541 Increase 12 points
26 Germany 537 Decrease 4 points
27 Kazakhstan 536 N/A
28 Slovakia 535 Steady
29 Israel 530 Decrease 11 points
30 Portugal 528 Decrease thirteen points
30 Spain 528 Increase 15 points
32 Belgium (Flemish) 525 N/A
33 New Zealand 523 Decrease viii points
34 France 511 Decrease ix points
International average 500 Steady
35 Belgium (French) 497 Decrease 9 points
36 Chile 494 N/A
37 Georgia 488 Steady
38 Trinidad and Tobago 479 Increase viii points
39 Azerbaijan 472 Increase 10 points
xl Republic of malta 452 Decrease 25 points
41 United Arab Emirates 450 Increase 11 points
42 Bahrain 446 N/A
43 Qatar 442 Increase 17 points
44 Saudi Arabia 430 Steady
45 Iran 428 Decrease 29 points
46 Oman 418 Increase 27 points
47 Kuwait 393 N/A
48 Morocco 358 Increase 48 points
49 Egypt 330 N/A
fifty Southward Africa 320 Due north/A
Benchmarking participants
Moscow Moscow (Russia) 612 N/A
Community of Madrid Madrid (Spain) 549 N/A
Quebec Quebec (Canada) 547 Increase 9 points
Ontario Ontario (Canada) 544 Decrease viii points
Andalusia Andalusia (Espana) 525 Increase 10 points
Norway [b] 517 North/A
Emirate of Dubai Dubai (United Arab Emirates) 515 Increase 39 points
Denmark [c] 501 N/A
Buenos Aires Buenos Aires (Argentina) 480 Due north/A
Emirate of Abu Dhabi Abu Dhabi (United Arab Emirates) 414 Decrease 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 Increase 7 points
two Russia 568 Increase iii points
2 Republic of finland 568 North/A
iv Singapore 567 Increase 9 points
v Northern Ireland 558 N/A
6 United states 556 Increase xvi points
seven Denmark 554 Increase viii points
8 Republic of croatia 553 Northward/A
8 Chinese Taipei 553 Increase xviii points
10 Ireland 552 North/A
ten England 552 Increase thirteen points
12 Canada 548 North/A
xiii Netherlands 546 Decrease 1 point
14 Czech Democracy 545 N/A
15 Sweden 542 Decrease seven points
xvi Italy 541 Decrease ten points
16 Germany 541 Decrease seven points
sixteen State of israel 541 Increase 29 points
16 Portugal 541 Northward/A
twenty Hungary 539 Decrease 12 points
21 Slovakia 535 Increase iii points
22 Bulgaria 532 Decrease xv points
23 New Zealand 531 Decrease 1 point
24 Slovenia 530 Increase 8 points
25 Austria 529 Decrease ix points
26 Lithuania 528 Decrease ix points
27 Australia 527 N/A
28 Poland 526 Increase 7 points
29 French republic 520 Decrease 2 points
30 Spain 513 Steady
31 Norway 507 Increase 9 points
32 Belgium (French) 506 Increase half dozen points
33 Romania 502 Increase thirteen points
International average 500 Steady
34 Georgia 488 Increase 17 points
35 Malta 477 N/A
36 Trinidad and Tobago 471 Increase 35 points
37 Republic of azerbaijan 462 North/A
38 Iran 457 Increase 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 Increase 23 points
43 Qatar 425 Increase 72 points
44 Oman 391 Northward/A
45 Morocco 310 Decrease 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 Florida (United States) 569 Northward/A
Ontario Ontario (Canada) 552 Decrease 3 points
Alberta Alberta (Canada) 548 Decrease 12 points
Quebec Quebec (Canada) 538 Increase 5 points
Andalusia Andalusia (Spain) 515 Due north/A
Emirate of Dubai Dubai (United Arab Emirates) 476 North/A
Malta (Maltese) 457 N/A
Emirate of Abu Dhabi 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 Increase 37 points
2 Hong Kong 564 Increase 36 points
3 Alberta Alberta (Canada) 560 North/A
4 Singapore 558 Increase xxx points
4 British Columbia British Columbia (Canada) 558 Northward/A
half dozen Grand duchy of luxembourg 557 N/A
7 Ontario Ontario (Canada) 555 Northward/A
viii Italia 551 Increase x points
8 Hungary 551 Due north/A
ten Sweden 549 Decrease 12 points
xi Germany 548 Increase 9 points
12 Netherlands 547 Decrease 7 points
12 Kingdom of belgium (Flemish) 547 N/A
12 Republic of bulgaria 547 Decrease 3 points
15 Kingdom of denmark 546 Northward/A
16 Nova Scotia Nova Scotia (Canada) 542 Due north/A
17 Republic of latvia 541 Decrease iv points
xviii U.s. 540 Decrease two points
19 England 539 Decrease 14 points
20 Austria 538 N/A
21 Lithuania 537 Decrease 6 points
22 Chinese Taipei 535 N/A
23 Quebec Quebec (Canada) 533 Northward/A
24 New Zealand 532 Increase 3 points
24 Slovakia 532 Increase 15 points
26 Scotland 527 Decrease i point
27 French republic 522 Decrease 3 points
27 Slovenia 522 Increase 20 points
29 Poland 519 Due north/A
30 Spain 513 Northward/A
31 State of israel 512 Increase 3 points
32 Republic of iceland 511 Decrease 1 indicate
International average 500 Steady
33 Moldova 500 Increase 8 points
33 Kingdom of belgium (French) 500 Northward/A
35 Norway 498 Decrease ane point
36 Romania 489 Decrease 23 points
37 Georgia 471 N/A
38 Macedonia 442 Steady
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 Decrease 66 points
44 Morocco 323 Decrease 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".

rainshatut1969.blogspot.com

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

0 Response to "Reading Passage on 9/11 for High School"

Post a Comment

Iklan Atas Artikel

Iklan Tengah Artikel 1

Iklan Tengah Artikel 2

Iklan Bawah Artikel