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PIRLS and ePIRLS Results

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Table 12. ePIRLS online processes of comprehension average subscale scores of fourth-grade students, by education system: 2016
Processes of comprehension
Education system Retrieving and
straightforward
inferencing
Ret. ↑↓ Ret.
s.e.
Interpreting,
integrating, and
evaluating
Int. ↑↓ Int.
s.e.
ePIRLS scale centerpoint1 500 0.0 500 0.0
Singapore2 594 3.3 585 3.1
Norway (5)3 567 2.2 568 2.3
Ireland 566 2.4 568 2.5
Sweden 561 2.2 559 | 2.5
Denmark4 560 2.2 556 | 2.6
United States5 553 | 2.6 560 | 2.6
Chinese Taipei-CHN 548 | 2.1 544 1.9
Canada6,7 541 3.0 545 3.2
Israel2 536 2.5 535 2.4
Italy 534 2.1 531 2.3
Slovenia 525 1.8 523 2.0
Portugal7 525 2.4 521 2.1
Georgia6 485 3.3 466 3.7
United Arab Emirates 471 2.1 465 2.2
Benchmarking education systems | | | | | |
Dubai-UAE 528 1.7 527 1.6
Abu Dhabi-UAE 434 4.1 428 4.0
| Blank cell.
↑ Score is higher than U.S. average score.
↓ Score is lower than U.S. average score.
1 The ePIRLS scale centerpoint is set at 500 points and represents the mean of the overall PIRLS achievement distribution in 2001. ePIRLS results are reported on the PIRLS reading achievement scale.
2 National Defined Population covers less than 90 percent of National Target Population (but at least 77 percent).
3 The number in parentheses indicates the grade level. For ePIRLS 2016, Norway assessed students in the fifth grade to obtain better comparisons with Sweden.
4 Did not satisfy guidelines for sample participation rates.
5 Met guidelines for sample participation rates only after replacement schools were included.
6 National Target Population does not include all of the International Target Population.
7 National Defined Population covers 90 to 95 percent of the National Target Population.
NOTE: Education systems are ordered by retrieving and straightforward inferencing subscale 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. 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.