Presentation on theme: "International Reading Association"— Presentation transcript:
1International Reading Association National Reading Achievement: Using PISA/PIRLS Data for Informed DiscussionPISA/PIRLS Task ForceInternational Reading AssociationJanuary 2005
2Discussing National Reading Achievement Using PISA/PIRLS Data This PowerPoint is the work of the International Reading Association’s PISA/PIRLS TaskforceRenate Valtin (chair), Humboldt University of Berlin, GermanyWilliam Brozo, George Mason University, United StatesM. Lourdes Dionisio, University of Minho, PortugalKeith Topping, University of Dundee, ScotlandJames Flood and Ann-Sofie Selin serve as liaisons from the Board of Directors. Cathy Roller, Director of Research and Policy, is International Reading Association staff liaison.
3Discussing National Reading Achievement Using PISA/PIRLS Data Under Board direction, the PISA/PIRLS TaskforceExamined the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) results.Consulted with national representatives from 23 nations in Linköping, Sweden, June 10, 2004, with support from International Reading Association’s International Development Committee in Europe (IDEC) and Linköping University. The meeting agenda and a list of participants is available.Prepared this PowerPoint professional development guide that councils and affiliates can use when analyzing national reading instruction and achievement using PISA/PIRLS data.
4Discussing National Reading Achievement Using PISA/PIRLS Data PISA (2000) and PIRLS (2001) provideReading literacy achievement data at key developmental milestonesComparative information about reading achievement across the participating nations .Series of reports that include graphs, tables, figures and text that compare scores and produce rankings among the countries. See PISA 2000 reports. See PIRLS 2001 report.
5Discussing National Reading Achievement Using PISA/PIRLS Data PISA and PIRLS dataAre correlational and represent cross-sectional studiesRepresent averages and vary somewhat by individual countryDo not identify causal relationshipsCan identify important factors and raise significant questions, but cannot definitively identify remediesGain value when context of country, culture, and demographic and background variables are used in analyses to inform policymaking
6PIRLS Definition of Literacy “the ability to understand and use those written language forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment".
7PIRLS - MethodsOne-hour, paper-and-pencil literacy test assesses range of reading comprehension strategies for literary & informational reading purposes among 9-year-old students in 35 participating countriesStudent questionnaire - individual, home, & school factorsParent questionnaire – support & literary resourcesTeacher questionnaire – individual factors, instruction & materialsSchool principal questionnaire - organization of teaching & learning
8PISA Definition of Literacy "the ability to understand, reflect on and use written texts, in order to achieve one's goals and participate effectively in society"
9PISA - MethodsTwo-hour, paper-and-pencil literacy test assesses abilities to use literacy knowledge among 15-year-old students from 32 participating countriesStudent questionnaire - individual, home, & school factorsSchool principal questionnaire - organization of teaching & learning
10Discussing National Reading Achievement Using PISA/PIRLS Data PISA and PIRLS data are not intended to point policymakers to simple solutions, such as trying to improve reading literacy scores by looking at high-ranking countries and “doing what they do.”Instead, policymakers can use the broader context provided by international studies to examine in depth policies and practices that contribute or limit opportunities for student achievement.
11Discussing National Reading Achievement Using PISA/PIRLS Data National analyses using PISA/PIRLS data allow test score comparisons within a context linked to country-specific demographic and background variables.National reading literacy achievement can be improved when action plans reflect the conjunction of PISA/PIRL findings and country context.
12Discussing National Reading Achievement Using PISA/PIRLS Data Specific Topics addressed by PISA/PIRLSAssessmentsSchool structureSchool managementResourcesTeacher educationProfessional developmentGenderSocioeconomic status (SES)Home and communityEngagementUnderachievement
13Discussing National Reading Achievement Using PISA/PIRLS Data Discussion GuidesPISA/PIRLS created a rich body of information about factors affecting reading achievement. The broad topic areas listed below present findings and provide context questions that can direct the development of an action plan. Councils and affiliates can examine all areas or select among the topics and subtopics presented.TopicsClassroom Factors: Assessment, curriculum & instruction, ResourcesSchool Factors: Home–school transition, management & leadership, structure & resourcesIndividual, Home & Community Factors: Home environment, socioeconomic status & occupation, individual characteristics