All over the world, great strides have been made in conquering illiteracy. Yet, many adults and children do not spend sufficient time reading to benefit from the well-documented rewards of reading for pleasure. In many countries, literacy achievements have not inherently solved the problems of low reading comprehension and limited engagement with…

Reading literacy is the core component of Chinese literacy and the basic ability needed in students' personal development. From the experience of international curriculum and teaching reform, project-based learning is an important way to train students' core literacy. In this context, this paper explores the impact of project-based learning on…

Using hierarchical linear models, this study probes into student, family, teacher, and schools' variables that can explain the variation in Progress in International Reading Literacy Study (PIRLS) 2016 results. Students' confidence in reading, early literacy tasks, and parents' expectations are the strongest explanatory variables of reading…

This report outlines the results of the 2021 Progress in International Reading Literacy Study (PIRLS) in England. PIRLS is an international comparative study directed by the International Association for the Evaluation of Educational Achievement. The aim of PIRLS is to assess and compare the reading performance of pupils in their fourth year of…

In recent decades, a growing dependence on digital forms of communication has brought with it exciting visions of the potential for technology to support learning. This report aims to explore the potential role of technology in addressing the gender and disadvantage gap in young people's literacy attitudes and outcomes. It combines insights from a…

This report outlines findings from our ninth Annual Literacy Survey relating to children and young people's reading. 56,906 children and young people aged nine to 18 in the UK participated in our survey between January to March 2019. For the first time we also had information from 3,748 children aged 5 to 8 who completed a similar survey designed…

Although it has been argued that school libraries are important for supporting the reading engagement of pupils who receive free school meals, to date there has been little analysis of the extent to which use of school library spaces is related to these pupils' reading behaviors. We analyzed data from 6,264 children and young adults in the United…

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development's Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries' students generally performed well above the…

The subject of this article are the factors and reasons for the bad results in reading of the Bulgarian 15-year-old students in PISA's international studies. The reference points of the analysis are the critical results from the last four studies--2000, 2006, 2009 and 2012. The aim of this analysis is to bring up for discussion unformulated topics…

Conducted every five years, Progress in International Reading Literacy Study (PIRLS) assesses international trends in the reading comprehension of young students in their fourth year of schooling--an important transition point in children's development as readers. PIRLS was designed to complement the International Association for the Evaluation of…

We have conducted the national annual literacy survey since 2010 and have surveyed young people on literacy issues since 2005. This report outlines findings about children's and young people's reading from our seventh annual literacy survey conducted in November/ December 2016 and where possible relates those findings back to our other reading…

In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an average age of 10 years) in 10 Western European…

The Progress in International Reading Literacy Study (PIRLS) measures trends in children's reading literacy achievement. PIRLS was conducted for the third time in 2011. It is conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and compares the reading attainment and attitudes to reading…

Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…

Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40…