IEA: Percentage distribution and average reading achievement of fourth-grade students as reported in PIRLS, by the Index of students' attitudes toward reading (SATR) and country: 2006

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Table D.1.01.

IEA: Percentage distribution and average reading achievement of fourth-grade students as reported in PIRLS, by the Index of students' attitudes toward reading (SATR) and country: 2006

Countries, ordered by high SATR	High SATR								Medium SATR
	2006 percent of students		Average achievement		Difference in percent from 2001				2006 percent of students		Average achievement		Difference in percent from 2001				2006 percent of students				Difference in percent from 2001
																			Average achievement
																			Average achievement
	Percent	s.e.	Score	s.e.	Percent		s.e.		Percent	s.e.	Score	s.e.	Percent		s.e.		Percent	s.e.	Score	s.e.	Percent		s.e.
International Avg.	49	0.2	525	0.5	—		†		44	0.2	482	0.6	—		†		8	0.1	489	1.0	—		†

Iran, Islamic Rep. of	77	1.3	437	3.0	6	!	2.3	∆	21	1.2	382	5.6	-6	!	2.2	▼	2	0.3	‡	†	-1	!	0.4
Italy	64	1.4	565	3.0	8		1.9	∆	31	1.2	531	3.4	-7		1.7	▼	5	0.5	520	6.1	‡		†
Macedonia, Rep. of	63	1.5	471	4.1	‡		†		35	1.5	407	5.0	‡		†		2	0.2	‡	†	1	!	0.3
Romania	60	1.3	513	5.0	#		†		36	1.3	462	6.2	‡		†		4	0.4	466	9.2	3		0.5	∆
Canada, Quebec	58	1.5	553	2.8	‡		†		36	1.2	512	2.6	#		†		6	0.6	503	6.7	‡		†

Germany	58	1.1	569	2.5	8		1.4	∆	35	1.0	533	2.5	-6		1.2	▼	8	0.4	516	4.1	-2	!	0.6	▼
Moldova, Rep. of	58	1.6	514	3.3	-8	!	2.5	▼	41	1.6	484	4.2	7	!	2.5	∆	2	0.3	‡	†	#		†
France	57	0.9	542	2.3	#		†		38	0.8	498	2.2	#		†		4	0.4	485	5.9	‡		†
Bulgaria	57	1.4	567	4.3	‡		†		37	1.2	527	5.2	‡		†		6	0.6	509	9.4	2	!	0.8	∆
Spain	56	1.1	528	2.1	—		†		40	1.0	497	3.1	—		†		4	0.4	492	6.7	—		†

Hong Kong SAR	55	1.1	579	2.3	6		1.6	∆	41	1.0	546	2.9	-6		1.5	▼	4	0.3	539	5.0	#		†
Trinidad and Tobago	54	1.3	466	5.0	—		†		41	1.2	400	5.4	—		†		4	0.4	426	9.7	—		†
Morocco	53	2.0	351	5.8	‡		†		45	1.9	298	9.3	‡		†		2	0.3	‡	†	‡		†
Slovenia	52	1.1	542	2.0	-7		1.8	▼	40	0.9	501	2.7	5	!	1.6	∆	8	0.5	493	4.4	‡		†
Chinese Taipei	52	1.1	553	2.1	—		†		44	1.0	518	2.5	—		†		4	0.4	520	6.0	—		†

Belgium (French)	52	1.0	521	2.9	—		†		42	0.9	479	2.9	—		†		6	0.4	475	5.1	—		†
Russian Federation	50	1.1	581	3.6	‡		†		45	1.0	550	3.7	‡		†		5	0.4	540	5.0	‡		†
Georgia	50	1.9	493	3.4	—		†		47	1.8	456	4.1	—		†		3	0.4	445	9.6	—		†
Austria	50	1.2	557	2.7	—		†		40	1.0	524	2.7	—		†		10	0.7	510	3.8	—		†
Hungary	50	1.3	571	2.9	#		†		39	1.2	532	4.3	‡		†		11	0.7	531	3.1	‡		†

Canada, British Columbia	49	1.0	583	2.5	—		†		42	0.9	540	2.9	—		†		9	0.6	524	4.3	—		†
Indonesia	49	1.2	432	3.8	—		†		50	1.2	383	4.6	—		†		1	0.1	‡	†	—		†
New Zealand	48	1.0	563	2.3	‡		†		44	0.9	507	2.6	4	!	1.6	∆	7	0.4	493	4.7	‡		†
Canada, Alberta	48	1.1	584	2.4	—		†		41	0.9	542	2.7	—		†		11	0.6	531	3.6	—		†
Lithuania	47	1.1	551	2.1	‡		†		46	1.0	525	2.0	‡		†		7	0.4	520	4.2	#		†

Norway	47	1.3	519	2.4	‡		†		45	1.2	487	2.9	‡		†		8	0.8	469	5.8	‡		†
Singapore	47	1.0	582	3.1	-7		1.6	▼	45	0.8	541	3.1	‡		†		8	0.4	527	4.0	4		0.5	∆
Canada, Ontario	46	1.4	577	2.8	-6	!	1.9	▼	42	1.0	538	3.4	‡		†		12	0.9	529	5.2	3	!	1.0	∆
Canada, Nova Scotia	46	1.0	569	2.7	—		†		41	0.9	526	2.5	—		†		13	0.7	513	3.9	—		†
Slovak Republic	46	1.3	553	2.7	‡		†		46	1.2	514	3.5	-4	!	1.7	▼	9	0.6	511	5.6	2	!	0.8	∆

Sweden	45	1.2	571	2.9	-9		1.6	▼	44	1.0	535	2.3	5		1.4	∆	10	0.6	519	3.5	3		0.8	∆
Poland	45	1.3	544	2.7	—		†		45	1.1	503	2.7	—		†		10	0.7	494	4.1	—		†
Iceland	44	0.8	533	1.6	-4	!	1.3	▼	49	0.8	496	2.0	3	!	1.3	∆	7	0.4	484	4.4	‡		†
Israel	42	1.2	547	3.7	‡		†		49	1.0	495	3.9	‡		†		9	0.7	519	5.5	‡		†
Scotland	42	1.4	558	3.5	-5	!	1.9	▼	44	1.1	511	3.1	‡		†		14	1.0	491	4.8	3	!	1.4

Kuwait¹	41	1.5	386	4.9	—		†		55	1.4	313	5.4	—		†		4	0.4	277	11.3	—		†
England	40	1.4	576	3.4	‡		†		45	1.1	520	2.7	‡		†		15	0.8	509	3.7	‡		†
United States	40	1.3	566	3.4	‡		†		46	1.1	526	3.7	‡		†		14	0.7	522	3.4	‡		†
Luxembourg	40	0.6	581	1.8	—		†		45	0.6	545	1.5	—		†		15	0.5	533	2.5	—		†
Denmark	39	1.3	568	2.7	—		†		49	1.1	535	2.7	—		†		12	0.7	525	4.7	—		†

Netherlands	39	1.1	567	2.2	-5	!	1.7	▼	45	0.9	539	1.4	3	!	1.4	∆	16	0.7	524	2.7	‡		†
Qatar	38	0.6	399	1.9	—		†		57	0.6	330	1.5	—		†		5	0.3	352	7.0	—		†
Belgium (Flemish)	38	1.2	567	2.2	—		†		46	1.0	540	2.2	—		†		16	0.8	521	2.5	—		†
South Africa	35	0.9	356	7.6	—		†		60	0.9	277	4.7	—		†		4	0.3	324	13.0	—		†
Latvia	33	1.3	564	3.0	-9		2.1	▼	52	1.1	532	2.9	‡		†		14	0.9	524	3.8	6		1.1	∆
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution, estimates are unstable. The coefficient of variation is greater than or equal to .3 but less than .5.
‡ Reporting standards not met. Either data are insufficient to report achievement or the coefficient of variation is greater than or equal to .5.
∆ Percent in 2006 significantly higher at the p<0.05 level.
▼ Percent in 2006 significantly lower at the p<0.05 level.
¹ Indicates data are available for at least 70 percent but less than 85 percent of the students.
NOTE: Index of students' attitudes towards reading (SATR) based on students' agreement with the following: I read only if I have to, I like talking about books with other people, I would be happy if someone gave me a book as a present, I think reading is boring, and I enjoy reading. Average is computed on a 4-point scale: Disagree a lot = 1, Disagree a little = 2, Agree a little = 3, and Agree a lot = 4. Responses for negative statements were reverse-coded. High level indicates an average of greater than 3 through 4. Medium level indicates an average of 2 through 3. Low level indicates an average of 1 to less than 2. The international average does not include the Canadian provinces. The primary education systems of the Russian Federation and Slovenia underwent structural changes. (In 2001, the Russian Federation sample contained both third- and fourth-grade students; in 2006, however, all students were in fourth grade. Slovenia is in transition towards having all children begin school at an earlier age so that instead of having three years of primary schooling, as was the case in 2001, they all will have four years. This transition was not complete in 2006, however.) Data for Canada, Ontario include only public schools. Standard error is noted by s.e. Detail may not sum to total due to rounding.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2006. Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report, exhibit 4.1. Chestnut Hill, MA: Boston College.

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education

U.S. Department of Education
Institute of Education Sciences
National Center for Education Statistics