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PIRLS and ePIRLS Results

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Table 2. PIRLS purposes for reading and processes of comprehension average subscale scores of fourth-grade students, by education system: 2016
Education system Purposes for reading
——————

Literary
experience
Lit.
↑↓
Lit.
s.e.
Purposes for reading
——————
Acquire
and use
information
Acq.
↑↓
Acq.
s.e.
Processes of comprehension
———————
Retrieving and
straightforward
inferencing
Ret.
↑↓
Ret.
s.e.
Processes of comprehension
———————
Interpreting,
integrating,
and evaluating
Int.
↑↓
Int.
s.e.
PIRLS scale centerpoint1 500 0.0 500 0.0 500 0.0 500 0.0
Russian Federation 579 2.2 584 2.3 581 2.3 582 2.2
Singapore2 575 3.3 579 3.3 573 3.1 579 3.2
Ireland 571 2.7 565 2.7 566 2.6 569 2.9
Northern Ireland-GBR 570 2.5 561 2.3 562 2.1 567 2.2
Poland 567 2.2 564 2.6 560 2.1 570 2.4
Finland 565 1.9 569 2.0 572 2.0 562 1.8
England-GBR 563 | 2.2 556 2.1 556 2.0 561 | 1.9
Hong Kong-CHN3,4 562 | 3.0 576 2.8 568 2.7 568 2.9
Norway (5)5 560 | 2.5 559 2.4 561 2.4 558 | 2.4
Hungary 558 | 2.8 551 | 3.3 552 | 3.3 557 | 3.0
United States4 557 | 3.0 543 | 3.1 543 | 3.0 555 | 3.1
Sweden 556 | 2.4 555 2.6 560 2.7 553 | 2.5
Latvia3 555 | 1.9 561 1.8 554 1.9 562 | 1.7
Bulgaria 551 | 4.5 554 4.2 550 | 4.0 552 | 4.3
Denmark3 551 | 2.2 543 | 2.5 550 | 2.1 546 2.2
Italy 549 2.1 549 | 2.2 547 | 2.1 550 | 2.1
Chinese Taipei-CHN 548 2.0 569 2.2 560 1.9 558 | 2.2
Lithuania 547 2.7 551 | 2.6 549 | 2.6 548 | 2.6
Canada3,6 547 1.9 540 | 1.9 541 | 1.8 545 1.8
Australia 547 2.4 543 | 2.6 541 | 2.6 549 | 2.4
Netherlands4 546 1.7 545 | 1.9 546 | 2.0 544 1.7
Czech Republic 545 2.1 541 | 2.3 551 2.4 538 2.2
Austria3 544 2.3 539 | 2.4 550 | 2.8 534 2.5
Germany 542 3.3 533 3.3 546 | 3.3 530 3.2
Slovenia 541 2.4 544 | 2.1 547 | 2.3 539 2.5
Slovak Republic 539 3.0 531 3.1 538 | 3.1 531 3.2
Macao-CHN 536 1.7 556 1.3 549 | 1.1 543 1.6
Israel2 532 2.6 529 2.5 530 2.4 530 2.7
Spain 530 1.9 527 1.6 526 1.7 529 1.7
Portugal3 528 2.5 528 2.3 528 2.2 526 2.4
Kazakhstan 527 2.5 544 | 2.8 529 2.5 542 2.4
New Zealand 525 2.3 520 2.4 521 2.3 525 2.4
Belgium (Flemish)-BEL 524 1.9 526 1.9 526 2.1 524 2.2
France 513 2.4 510 2.4 521 2.3 501 2.4
Belgium (French)-BEL3 504 2.2 490 2.4 501 2.3 494 2.4
Chile 500 2.5 485 2.7 496 2.5 491 2.9
Georgia6 490 2.6 486 3.1 486 2.6 490 2.9
Trinidad and Tobago 478 3.3 480 3.5 483 3.6 472 3.6
Azerbaijan 466 3.9 477 4.6 477 4.2 465 4.3
Malta3 452 2.0 451 2.0 452 1.7 451 1.9
United Arab Emirates 440 3.4 460 3.2 448 3.2 453 3.3
Bahrain 437 2.8 453 2.1 444 2.1 446 2.7
Qatar 434 2.3 450 1.9 442 1.8 441 1.9
Iran, Islamic Republic of 430 3.8 425 3.8 429 4.0 425 4.1
Saudi Arabia 430 4.0 429 4.5 425 4.1 439 4.1
Oman 411 3.3 425 3.3 419 3.2 415 3.6
Kuwait 388 4.3 398 4.3 394 4.1 388 4.5
Morocco 353 4.0 359 4.0 364 3.9 336 4.5
Egypt 328 5.5 332 5.8 329 5.6 340 5.7
South Africa 323 4.7 314 4.5 321 4.5 308 5.3
Benchmarking education systems | | | | | | | | | | | |
Moscow City-RUS 613 2.2 613 2.5 611 2.4 614 2.1
Madrid-ESP3 551 | 2.2 549 | 2.0 547 | 2.0 550 | 2.0
Quebec-CAN7 550 | 2.9 547 | 3.0 551 | 3.0 545 3.0
Ontario-CAN 549 | 3.2 539 | 3.4 539 | 3.3 548 | 3.2
Andalusia-ESP 526 2.1 524 2.2 522 1.9 527 2.3
Dubai-UAE 508 2.1 523 2.1 512 2.4 519 1.9
Buenos Aires-ARG 484 3.1 475 3.3 483 2.9 473 3.7
Abu Dhabi-UAE 406 4.8 422 5.0 413 4.6 417 4.7
|
↑ Score is higher than U.S. average score.
↓ Score is lower than U.S. average score.
1 The PIRLS scale centerpoint is set at 500 points and represents the mean of the overall achievement distribution in 2001. The PIRLS scale is the same in each administration; thus a value of 500 in 2016 equals 500 in 2001.
2 National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
3 National Defined Population covers 90 percent to 95 percent of National Target Population.
4 Met guidelines for sample participation rates only after replacement schools were included.
5 The number in parentheses indicates the grade level. For PIRLS 2016, Norway revised its assessed population to students in the fifth grade to obtain better comparisons with Sweden and Finland. However, in previous PIRLS cycles Norway assessed students in the fourth grade, which is similar to third grade in many other education systems because grade 1 in Norway is considered the equivalent of a year of kindergarten. To maintain trend with previous PIRLS cycles, in 2016 Norway also collected data from fourth-grade students, which is used in trend tables.
6 National Target Population does not include all of the International Target Population.
7 Did not satisfy guidelines for sample participation rates.
NOTE: Education systems are ordered by overall average scale score. Italics indicate participants identified as a non-national entity that represents a portion of a country. All average scores reported as higher or lower than the U.S. average score are different at the05 level of statistical significance. The tests for significance take into account the standard error for the reported difference. Thus, a small difference between the United States and one education system may be significant, while a large apparent difference between the United States and another education system may not be significant. Education systems that did not administer PIRLS at the target grade are not shown; see the international report for their results. Five education systems participated in PIRLS Literacy (Egypt, Iran, Kuwait, Morocco, and South Africa); two of these education systems completed both PIRLS and PIRLS Literacy (Iran and Morocco). More detail on PIRLS Literacy is available at https://timssandpirls.bc.edu/pirls2016/framework.html. Standard error is abbreviated as s.e.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2016.