IEA: Percentage distribution and average achievement scores of fourth-grade students as reported in PIRLS, by the index of early home literacy activities (EHLA) and country: 2006

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Table D.2.10.

IEA: Percentage distribution and average achievement scores of fourth-grade students as reported in PIRLS, by the index of early home literacy activities (EHLA) and country: 2006

	High EHLA								Medium EHLA								Low EHLA
	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
Countries	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 average	54	0.2	515	0.6	†		†		33	0.2	494	0.6	†		†		13	0.1	475	1.1	†		†

Scotland¹	85	1.1	547	3.5	‡		†		14	1.1	522	8.2	‡		†		2	0.4	‡	†	#		†
Canada, Nova Scotia	77	0.8	553	2.3	—		†		20	0.8	523	3.4	—		†		3	0.3	510	7.8	—		†
Russian Federation	75	1.0	573	3.2	9		1.6	∆	20	0.8	548	4.3	-6		1.3	▼	4	0.4	520	6.7	-3		0.8
New Zealand¹	74	1.0	560	2.0	5	!	1.5	∆	22	0.9	519	3.8	-4	!	1.4	▼	4	0.4	501	8.0	‡		†
Israel	73	1.2	526	4.3	‡		†		22	1.0	531	5.8	‡		†		5	0.4	531	7.8	‡		†

Canada, Ontario²	71	1.3	563	3.0	‡		†		23	1.0	541	4.2	‡		†		6	0.6	539	8.4	‡		†
Canada, British Columbia²	71	1.2	570	2.9	—		†		23	1.0	547	4.3	—		†		6	0.5	539	6.7	—		†
Canada, Alberta²	70	1.2	573	2.5	—		†		25	1.1	554	3.9	—		†		5	0.6	516	6.4	—		†
Hungary	69	0.9	560	3.1	7		1.4	∆	26	0.8	541	3.7	-6		1.3	▼	5	0.5	525	7.8	‡		†
Spain¹	68	1.1	530	2.5	—		†		26	1.0	506	4.0	—		†		6	0.6	487	6.4	—		†

Macedonia, Rep. of²	67	1.0	460	4.3	6		1.7	∆	27	0.8	431	5.0	-4	!	1.3	▼	6	0.5	414	9.3	‡		†
Trinidad and Tobago	67	1.2	457	5.1	—		†		27	0.9	416	5.3	—		†		6	0.6	363	10.4	—		†
Georgia	66	1.5	481	3.6	—		†		26	1.2	461	4.3	—		†		8	1.0	458	11.5	—		†
Italy	65	1.0	561	2.7	3	!	1.4	∆	28	0.9	545	3.9	‡		†		7	0.6	531	6.1	‡		†
Slovak Republic	65	1.1	542	2.2	‡		†		30	0.8	524	3.3	‡		†		5	0.6	475	15.6	#		†

Netherlands¹	64	1.2	561	1.8	9		1.6	∆	30	1.0	547	2.8	-7		1.4	▼	6	0.6	544	5.1	-2	!	0.9	▼
Canada, Quebec²	64	1.1	544	3.0	‡		†		30	1.0	523	3.6	‡		†		6	0.6	517	6.1	‡		†
Slovenia	64	0.9	532	2.3	6		1.4	∆	31	0.8	510	3.2	-6		1.3	▼	5	0.3	503	5.2	‡		†
Poland	62	1.1	532	2.5	—		†		32	1.0	506	3.4	—		†		6	0.5	491	6.7	—		†
Latvia	60	1.1	550	2.4	‡		†		33	1.0	532	3.4	‡		†		7	0.5	526	5.4	‡		†

France	59	1.0	533	2.4	‡		†		33	0.9	516	2.6	‡		†		8	0.6	500	4.5	‡		†
Bulgaria	57	1.9	562	4.2	‡		†		26	1.1	540	5.4	‡		†		17	1.8	524	9.7	‡		†
Germany	57	0.8	558	2.5	13		1.1	∆	34	0.9	551	2.5	-9		1.2	▼	9	0.5	531	4.8	-5		0.8	▼
Iceland²	56	0.9	527	1.9	3	!	1.2	∆	35	0.9	506	2.4	-4	!	1.2	▼	9	0.5	492	5.4	‡		†
Lithuania	55	1.1	545	1.9	7		1.7	∆	36	1.0	531	1.9	‡		†		9	0.5	523	3.8	-3	!	1.0	▼

Belgium (French)	52	0.9	513	2.9	—		†		36	0.7	493	3.3	—		†		11	0.7	475	5.5	—		†
Denmark	52	1.1	558	2.5	—		†		36	1.0	541	3.1	—		†		11	0.6	529	4.6	—		†
Austria	52	1.0	552	2.3	—		†		37	0.9	532	2.4	—		†		11	0.6	510	3.7	—		†
Romania	51	1.9	518	3.8	‡		†		30	1.3	483	5.2	#		†		19	1.8	427	10.0	‡		†
Norway	49	1.2	509	3.1	‡		†		41	1.2	495	3.5	#		†		11	0.7	485	6.4	‡		†

South Africa²	49	0.9	325	8.0	—		†		40	0.7	285	4.7	—		†		11	0.4	277	5.3	—		†
Kuwait²	48	1.1	355	4.5	—		†		39	0.9	327	5.3	—		†		13	0.7	311	9.6	—		†
Luxembourg	47	0.7	574	1.4	—		†		36	0.7	553	2.0	—		†		17	0.4	535	2.0	—		†
Sweden	46	1.1	561	2.6	5		1.3	∆	40	1.0	547	2.7	-5		1.2	▼	14	0.7	532	3.6	#		†
Moldova, Rep. of	46	1.3	513	3.7	5	!	1.8	∆	36	1.2	494	3.2	‡		†		17	1.1	480	6.0	‡		†

Indonesia	44	1.6	418	4.2	—		†		37	1.4	404	4.8	—		†		19	1.8	383	5.4	—		†
Belgium (Flemish)	41	0.9	560	2.4	—		†		41	0.8	544	2.1	—		†		18	0.7	530	2.6	—		†
Singapore	38	0.8	581	2.8	‡		†		42	0.6	553	2.9	#		†		20	0.6	534	4.2	‡		†
Qatar¹	36	0.8	372	2.4	—		†		45	0.8	357	2.2	—		†		18	0.6	340	3.2	—		†
Chinese Taipei	31	0.8	557	2.4	—		†		46	0.6	535	2.1	—		†		23	0.8	515	3.3	—		†

Hong Kong SAR^2,3	26	0.9	578	2.6	10		1.2	∆	45	0.8	563	2.4	-9		1.2	▼	29	1.1	558	3.2	‡		†
Iran, Islamic Rep. of	25	1.1	454	4.0	7		1.6	∆	38	1.2	432	3.7	‡		†		37	1.7	390	4.5	-9		2.4	▼
Morocco	13	0.8	357	9.2	†		†		31	1.4	340	6.4	†		†		56	1.7	306	8.1	†		†
England	‡	†	‡	†	‡		†		‡	†	‡	†	‡		†		‡	†	‡	†	‡		†
United States	†	†	†	†	†		†		†	†	†	†	†		†		†	†	†	†	†		†
— 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.
∆ 2006 percent significantly higher.
▼ 2006 percent significantly lower.
¹Data are available for at least 50 but less than 70 percent of students.
²Data are available for at least 70 but less than 85 percent of students.
³Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
NOTE: The data are based on parents’ responses to the frequency of the following activities they engage in with their child prior to entry into primary school: read books, tell stories, sing songs, play with alphabet toys (e.g., blocks with letters of the alphabet), play word games, and read aloud signs and labels. Average is computed across the 6 items based on a 3-point scale: Never or almost never = 1, Sometimes = 2, and Often = 3. High level indicates an average score of greater than 2.33 through 3. Medium level indicates an average score of 1.67 through 2.33. Low level indicates an average score of 1 to less than 1.67. 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 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. Differences are significant at the p<0.05 level. Standard error is noted by s.e.
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 3.1. Chestnut Hill, MA: Boston College.