International Reading Achievement: Insights into Policy and Practice Using PISA/PIRLS Data
Trends in reading achievement are measured internationally by two large scale assessments.
Recent presentations from IRA's PISA-PIRLS Task Force
- PISA 2009: A Critical Analysis of Trends and Developments with Implications for Adolescent Literacy Practice and Policy (PowerPoint), presented at the International Reading Association Annual Convention, May 2011 in Orlando, Florida, USA
- Key Findings on PISA 2009: Implications for Literacy Policy and Practice (PowerPoint), presented at the 17th European Conference on Reading, August 2011 in Mons, Belgium
- Reading Literacy in PISA 2009: A Guide for Teachers (PDF), a report co-authored by Task Force member Gary Shiel and a team of researchers at the Educational Research Centre at Saint Patrick's College, Dublin, Ireland
Professional Development Guides
IRA’s PISA/PIRLS Task Force developed these documents to guide informed discussion by national affiliates about trends in reading achievement.
PIRLS (Progress in International Literacy Study) assesses levels of reading achievement among 9-to-10 year olds, and provides data on literacy influences in the home, school, and classroom. PIRLS is administered on a five-year cycle, and reports are available for 2001 and 2006.
PISA (Programme for International Student Assessment) assesses reading, mathematics, and science knowledge and skills among 15 year olds. PISA is administered on a three-year cycle Each administration includes assessments of all three subjects, but assesses one of the subjects in depth. The most recent administration was in 2006 and focused on science literacy. Reading achievement was the primary focus in 2000 and will be the focus again in 2009.