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

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Table D.1.02.

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

Countries, ordered by high SRSC	High SRSC								Medium SRSC								Low SRSC
	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			Average achievement		Difference in percent from 2001
	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	529	0.5	—		†		48	0.2	479	0.6	—		†		3		0.1	436	1.9	—		†

Israel	63	0.9	544	2.8	‡		†		36	0.9	477	4.6	‡		†		1		0.2	‡	†	#		†
Austria	62	0.9	553	2.4	—		†		36	0.9	517	2.7	—		†		2		0.3	‡	†	—		†
Sweden	62	0.9	569	2.2	‡		†		37	0.9	523	3.0	‡		†		2		0.2	‡	†	1	!	0.3
Poland	61	0.9	547	2.2	—		†		36	0.8	483	3.3	—		†		2		0.3	‡	†	—		†
Norway	61	1.2	518	2.4	5	!	1.6	∆	37	1.2	477	3.5	-5	!	1.6	▼	2		0.3	‡	†	#		†

Netherlands	60	0.9	560	1.8	4	!	1.3	∆	36	0.9	531	2.2	-7		1.2	▼	4		0.4	508	5.8	2		0.5	∆
Denmark	60	0.9	574	2.2	—		†		38	0.9	511	3.1	—		†		3		0.3	442	8.9	—		†
Slovenia	58	1.0	545	2.1	#		†		40	1.0	491	2.4	‡		†		2		0.2	‡	†	1	!	0.4
Iceland	58	0.8	534	1.5	3	!	1.2	∆	40	0.9	484	2.1	-3	!	1.2	▼	2		0.3	‡	†	1	!	0.4
Germany	58	0.9	571	2.4	5		1.2	∆	40	0.9	529	2.2	-6		1.2	▼	2		0.2	‡	†	1	!	0.3

Bulgaria	58	1.4	570	3.9	#		†		38	1.3	523	5.6	‡		†		4		0.6	482	14.2	3		0.7	∆
Italy	56	1.1	569	3.2	6		1.7	∆	41	1.1	534	2.9	-7		1.7	▼	3		0.3	496	9.2	1	!	0.4
Macedonia, Rep. of	55	1.3	486	3.9	-9		1.8	▼	44	1.2	401	4.6	8		1.7	∆	1		0.2	‡	†	#		†
Iran, Islamic Rep. of	54	1.2	458	3.3	‡		†		44	1.2	383	3.8	‡		†		2		0.2	‡	†	#		†
Canada, British Columbia	54	0.9	584	2.5	—		†		43	0.9	533	3.0	—		†		2		0.3	‡	†	—		†

Qatar	54	0.6	400	1.7	—		†		43	0.6	309	1.7	—		†		3		0.2	279	9.6	—		†
Canada, Alberta	53	0.9	584	2.8	—		†		44	0.9	538	2.5	—		†		3		0.3	505	6.6	—		†
Russian Federation	53	1.1	584	3.5	15		1.7	∆	45	0.9	546	3.8	-15		1.5	▼	2		0.3	‡	†	#		†
Canada, Nova Scotia	52	0.9	572	2.4	—		†		45	0.9	518	2.3	—		†		3		0.3	469	7.5	—		†
United States	51	0.8	566	3.5	-6		1.5	▼	44	0.8	518	3.9	5		1.4	∆	4		0.3	495	5.9	‡		†

Belgium (Flemish)	51	1.0	565	2.0	—		†		44	1.0	532	2.3	—		†		5		0.4	502	4.3	—		†
Georgia	51	1.3	498	3.2	—		†		46	1.2	450	3.7	—		†		4		0.6	428	14.8	—		†
Canada, Ontario	51	1.0	579	2.8	-5	!	1.5	▼	46	1.0	533	3.5	4	!	1.5	∆	3		0.3	494	7.8	‡		†
Luxembourg	50	0.7	582	1.3	—		†		46	0.7	535	1.5	—		†		4		0.3	497	4.5	—		†
Romania	50	1.4	524	4.2	-4	!	1.9	▼	45	1.3	467	5.6	#		†		5		0.7	416	10.6	4		0.8	∆

Canada, Quebec	50	1.3	560	2.5	-9		1.8	▼	46	1.2	515	3.1	6		1.7	∆	4		0.5	463	6.8	2	!	0.6	∆
Trinidad and Tobago	49	1.4	482	3.7	—		†		47	1.3	399	5.8	—		†		4		0.6	338	16.4	—		†
Spain	48	1.0	535	2.6	—		†		50	1.0	495	2.7	—		†		2		0.2	‡	†	—		†
Hong Kong SAR	48	0.9	585	1.9	9		1.3	∆	50	0.9	545	2.7	-7		1.3	▼	2		0.2	‡	†	-1	!	0.4
Hungary	45	1.3	579	2.7	‡		†		51	1.1	531	3.3	‡		†		4		0.4	495	7.7	2		0.5	∆

Chinese Taipei	45	0.9	560	2.1	—		†		51	0.9	518	2.2	—		†		4		0.3	494	5.9	—		†
Singapore	45	0.9	583	2.9	‡		†		52	0.8	542	3.0	‡		†		3		0.2	489	6.4	#		†
Latvia	43	1.2	567	2.6	9		1.5	∆	53	1.2	523	3.0	-9		1.6	▼	3		0.4	498	7.0	‡		†
Slovak Republic	43	0.9	562	2.4	#		†		54	0.9	512	3.3	‡		†		4		0.3	459	7.0	2		0.5	∆
Scotland	43	1.1	556	3.7	‡		†		52	1.1	512	2.9	‡		†		6		0.5	457	5.1	2	!	0.6	∆

England	42	1.1	578	3.5	‡		†		51	1.1	519	2.7	#		†		7		0.5	468	7.0	3		0.7	∆
Lithuania	40	0.9	561	2.1	5		1.4	∆	57	0.8	523	1.9	-6		1.3	▼	3		0.3	493	6.8	‡		†
Kuwait¹	38	1.3	384	5.2	—		†		59	1.2	318	5.0	—		†		3		0.3	247	11.6	—		†
Morocco	38	1.6	354	5.8	-8	!	2.4	▼	59	1.6	309	7.6	9		2.3	∆	3		0.5	276	22.0	‡		†
Belgium (French)	38	0.9	526	3.1	—		†		58	0.8	487	2.7	—		†		4		0.5	454	6.1	—		†

New Zealand	36	0.8	574	2.2	-9		1.3	▼	60	0.8	513	2.4	8		1.3	∆	4		0.3	459	6.1	‡		†
France	36	0.8	549	3.1	3	!	1.3	∆	60	0.9	510	1.9	-4	!	1.3	▼	4		0.3	472	5.1	1	!	0.4
Indonesia	34	1.3	426	3.8	—		†		65	1.2	398	4.7	—		†		1	!	0.3	‡	†	—		†
Moldova, Rep. of	32	1.3	525	3.6	-11		2.1	▼	65	1.3	490	3.4	11		2.1	∆	3		0.4	469	10.7	‡		†
South Africa	31	0.8	369	6.6	—		†		64	0.8	282	5.3	—		†		4		0.3	232	6.6	—		†
— 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' reading self-concept based on students' responses to the following: reading is very easy for me, I do not read as well as other students in my class, when I am reading by myself I understand almost everything I read, and I read slower than other students in my class. 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 indicates an average of greater than 3 through 4. Medium indicates an average of 2 through 3. Low indicate an average of 1 to less than 2. "I read slower than other students in my class" is a new variable added to the index in PIRLS 2006, and is not a part of the PIRLS 2001 index calculations. The International Average does not include the results from 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 4.2. 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