Progress in reading literacy in national and international context

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Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has conducted the Progress in International Reading Literacy Study (PIRLS) every five years to monitor reading achievement internationally. This book is the second to examine the influence of PIRLS findings on various education systems, compiling insights from 12 of the 35 countries that participated in PIRLS 2006. It explores the impact of PIRLS on systemic, governmental, administrative, and school-level aspects, illustrating how it has shaped research initiatives, policy development, and national capacity-building. The primary aim, shared with its predecessor, is to investigate the opportunities presented by PIRLS findings for educational development. Five of the 12 countries in this project also participated in the 2001 study, allowing for a longitudinal perspective on transformative processes initiated by both surveys. The book provides detailed information on changes in national education systems resulting from the 2001 and 2006 PIRLS findings. It includes an overview of the design, implementation, and main findings of both PIRLS assessments, followed by country-specific chapters written by authors with insider knowledge from their national contexts. A comparative summary synthesizes the insights from these chapters.