Progress in International Reading and Literacy Study 2011 - International

Abstract
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The PIRLS 2011 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 57 areas that participated

Geographic coverage
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The survey had international coverage

Analysis unit
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Individuals and institutions

Universe
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PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:

"…all students enrolled in the grade that represents four years of schooling, counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade, or its national equivalent."

As a new initiative in 2011, prePIRLS was developed as a less difficult version of PIRLS to provide more assessment options for developing countries where students may not be prepared for the demands of PIRLS. prePIRLS is based on the same view of reading comprehension as PIRLS but is designed to assess basic reading skills that are a prerequisite for success on PIRLS. Botswana, Colombia, and South Africa administered prePIRLS to their fourth grade students. Colombia also administered PIRLS to the same fourth grade students, providing the basis for a link between the PIRLS and prePIRLS scales.

Kind of data
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Sample survey data

Sampling procedure
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The basic sample design used in PIRLS 2011 was a two-stage stratified cluster design, with the first stage consisting of a sample of schools, and the second stage consisting of a sample of intact classrooms from the target grade in the sampled schools. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because PIRLS pays particular attention to students’ curricular and instructional experiences.

Each country participating in PIRLS 2011 needed a plan for defining its national target population and applying the TIMSS and PIRLS sampling methods to achieve a nationally representative sample of schools and students. The development and implementation of the national sampling plan is a collaborative exercise involving the country’s National Research Coordinator (NRC) and the PIRLS sampling experts.

Mode of data collection
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Face-to-face [f2f]

Research instrument
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PIRLS Background Questionnaires
By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

Student Questionnaire
Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences – including instructional experiences and reading for homework, selfperceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

Learning to Read (Home) Survey
The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

Teacher Questionnaire
The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire asks teachers about characteristics of the class tested (such as size, reading levels of the students, and the language abilities of the students). It also asks about instructional time, materials and activities for teaching reading and promoting the development of their students’ reading literacy, and the grouping of students for reading instruction. Questions about classroom resources, assessment practices, and home-school connections also are included. The questionnaire also asks teachers for their views on opportunities for professional development and collaboration with other teachers, and for information about their education and training.

School Questionnaire
The principal of each school sampled for PIRLS responds to the school questionnaire. It asks school principals about enrollment and school characteristics (such as where the school is located, resources available in the surrounding area, and indicators of the socioeconomic background of the student body), characteristics of reading education in the school, instructional time, school resources (such as the availability of instructional materials and staff), home-school connections, and the school climate.

Response rate
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For a full table of school participation rates, which vary by country, please see Appendix C on page 262 of the PIRLS 2011 Report.

摘要
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PIRLS 2011（国际阅读素养进展研究）旨在构建一个包含学生学业成绩数据以及学生、家长、教师和学校背景信息的数据库，涵盖57个参与地区。
地理覆盖范围
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调查具有国际覆盖范围。
分析单元
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个人和机构。
总体
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PIRLS是一项针对小学学生阅读理解能力的研究，其目标群体处于学习阅读向阅读学习的过渡阶段，即大多数国家的四年级学生。PIRLS目标人群的正式定义利用了联合国教科文组织（UNESCO）的国际教育标准分类（ISCED）来确定适当的年级：
“……所有就读于代表ISCED 1级第一年入学后四年学制的年级的学生，在测试时的平均年龄至少为9.5岁。对于大多数国家，目标年级应为四年级或其国内等效年级。”
作为2011年的一个新举措，prePIRLS作为一种比PIRLS难度更低的版本被开发出来，旨在为发展中国家提供更多的评估选项，这些国家的学生可能尚未准备好应对PIRLS的要求。prePIRLS基于与PIRLS相同的阅读理解观，但旨在评估作为PIRLS成功前提的基本阅读技能。博茨瓦纳、哥伦比亚和南非对其四年级学生实施了prePIRLS。哥伦比亚还对这些同一四年级学生实施了PIRLS，为PIRLS和prePIRLS量表之间的关联提供了基础。
数据类型
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样本调查数据。
抽样程序
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PIRLS 2011中使用的抽样设计是两阶段分层聚类设计，第一阶段包括对学校的抽样，第二阶段包括对样本学校中目标年级完整班级的抽样。PIRLS特别关注学生的课程和教学经历，因此抽样的是学生的完整班级而不是整个年级或特定年龄段的学生。
PIRLS 2011的每个参与国家都需要一个计划来定义其国家目标人群，并应用TIMSS和PIRLS抽样方法以实现国家代表性的学校和学生的样本。国家抽样计划的发展和实施是一项涉及国家研究协调员（NRC）和PIRLS抽样专家的协作工作。
数据收集方式
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面对面（f2f）。
研究工具
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PIRLS背景问卷
通过收集关于儿童阅读成就的信息以及PIRLS测试中的阅读成就，可以确定与高阅读素养相关的因素或因素组合。PIRLS设计的一个重要部分是针对与阅读素养相关因素的问卷集。PIRLS实施了四个问卷：针对测试学生、他们的父母、他们的阅读教师以及他们的学校校长。
学生问卷
每个参加PIRLS阅读评估的学生都完成学生问卷。问卷询问学生的家庭和学校经历方面的问题——包括教学经历和阅读作业、自我感知和阅读态度、校外阅读习惯、计算机使用、家庭阅读资源以及基本人口统计信息。
学习阅读（家庭）调查
学习阅读调查由每个参加PIRLS阅读评估的学生的父母或主要照顾者完成。它涉及儿童与父母的阅读互动、家庭阅读资源、父母的阅读习惯和态度、家庭与学校之间的联系以及基本的人口统计和社会经济指标。
教师问卷
每个被抽样的四年级班级的阅读教师完成一个旨在收集有关发展阅读素养的课堂背景信息的问卷。问卷询问教师关于测试班级的特征（例如规模、学生的阅读水平以及学生的语言能力）。它还询问教学时间、阅读教学和促进其学生阅读素养发展的材料和活动，以及学生的阅读教学分组。问卷还包括关于课堂资源、评估实践和家校联系的问题。问卷还询问教师对专业发展和与其他教师合作机会的看法，以及有关他们的教育和培训信息。
学校问卷
每个被抽样的学校的校长回答学校问卷。它询问校长关于入学和学校特征（例如学校的位置、周边区域可用的资源以及学生群体的社会经济背景指标）、学校阅读教育的特征、教学时间、学校资源（例如教学材料和人员的可用性）、家校联系以及学校氛围。
响应率
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有关各国学校参与率的完整表格，请参阅PIRLS 2011报告的第262页附录C。