Progress in International Reading Literacy Study

PIRLS is the German abbreviation for International Primary School Reading Literacy Study. The international designation is PIRLS (Progress in International Reading Literacy Study).

3.1 PIRLS 2001 and PIRLS 2006 ( 28 states )
3.2 only PIRLS 2001 (7 states )
3.3 only PIRLS 2006 ( 14 states )

4.1 The International Primary School Reading Literacy Study ( PIRLS / PIRLS ) and its national expansion ( PIRLS -E) in 2006
4.2 Educational Institutions
4.3 Framework and objectives of the International Primary School Reading Literacy Study ( PIRLS )

5.1 The reading self-concept of children
5.2 Specific funding opportunities for boys
5.3 Digital Media
5.4 The new school entry phase
5.5 all-day
5.6 The socio-cultural background of the families

8.1 PIRLS 2006 Consortium
8.2 Co-opted members of the consortium PIRLS 2006
8.3 Project management PIRLS / Igloo / Igloo E 2006
8.4 Institute for Quality Management in Education

The study

With PIRLS (Progress in International Reading Literacy Study) / PIRLS ( Progress in International Reading Literacy study ) 2006 is tested reading comprehension of fourth- grade level in international comparison. PIRLS -E 2006 to a national extension study, with the participation of all German federal states. PIRLS - E 2006 will provide in-depth insights into the new school entry phase to full- day schools and the use of new media in school and in specialist teaching " German ", the socio- cultural backgrounds of the students and their reading self-concept, as well as specific support services in reading for boys.

PIRLS is a study of the International Association for the Evaluation of Educational Achievement (IEA). The IEA has delegated the overall responsibility for the international organization of PIRLS 2006 at Boston College Chestnut Hill, MA, USA. The preparation of the international data set is at the IEA Data Processing Center (DPC ) in Hamburg.

In Germany Igloo 2006 and Igloo 2006 E be carried out at the Technical University of Dortmund under the scientific leadership of Wilfried Bos at the Institute for School Development Research (IFS). With the project management and coordination Sabine Hornberg is entrusted. Germany has involved also headed by Wilfried Bos in 2001 PIRLS / PIRLS.

PIRLS 2006 is strongly supported by the Federal Ministry of Education and Research and by the Ministers of Education in the Federal Republic of Germany. And PIRLS E 2006 is again sponsored by the Ministers of Education.

Results and Discussion

Criticism of the teacher recommendation

The teacher recommendation has been criticized with reference to the PIRLS study. The teacher recommendation is only partially true with the measured in PIRLS skills ( competencies in the area of spelling ).

Relationship between score and performance

There are no uniform regulations for grading the spelling and services about which aids are allowed in dictations. Moreover, it is regulated inconsistently how children should be graded with learning difficulties and dyslexia. Although the score allows a comparison of children within schools, however, one can not easily compare between two schools or even between schools in different states ..

Social background underperforming students

In the PIRLS also the social background underperforming students was explored. As was inefficient in the PIRLS study, a student who was not able to understand short sentences make sense. This was true for 10.3 % of children in the fourth grade.

Overall, there were only 3 % of the children of university graduates, but 20% of children of unskilled workers where this is true.

Social selection

In this study, reading skills and reading comprehension of fourth-graders are compared. The capabilities of the German (basic) students occur after this study published in 2003 in an international comparison in the upper middle. After the sobering results of the PISA studies, this was viewed as a surprise. In particular, it gave rise to discussions, whether in the German school system serious problems in the period between the fourth class (from IGLOO examined) and eighth grade ( PISA examined) exist. Possible causes include mainly the intervening change of school and the division into the three -tier school system were discussed. The second study, published in 2004 a subject of debate over the school career recommendations of teachers. It became clear that even with the same basic cognitive skills and reading skills for children from the two upper layers of the odds ratios, a high school recommendation to obtain 2.63 times as high as for a child from a household from lower layers. Even children whose both parents were born in Germany, were among the teachers at the same reading skills preferred ( odds ratio: 2.11 ). Similar results were LAU study, the PISA study and the AWO study came.

Minimum score ( reading skills ) for the transition to high school, according ... ( Values from 2001 in brackets)

Reading assistant for the table: children from the upper classes who received a high school teacher recommendation, made in an independent test of reading skills on average 537 points.

The result of the PIRLS 2007 study regarding the high school recommendation refers to social injustice:

Teachers recommend children from the top layer already with 537 points to high school; Children unskilled and semi-skilled workers but this must achieve 614 points
Parents from this top class of service ( big businessmen, higher management ... ) see their children already gymnasial fit when they reach only 498 points; Workers want their children to high school only send when they reach 606 points.
Contrary to popular belief, there are not primarily workers who do not want to send their children to high school (already at 606 points ), but teachers (beginning with 614 points ).
While all the children of the passing score has dropped for a grammar school recommendation, it increased in children from the lowest layer. It should be noted that the threshold for a high-school transition of teachers towards children from the lower layer is increased more than in the unskilled and semi-skilled workers. Dropped dramatically is the hurdle for children from the highest social group, both with the teachers, but much more so with their parents.
Academics chosen over better teachers than by workers if they want to send their children to high school.

Must achieve Thus, while children from the upper layer for the transition to high school, only the competence level III ( " Relevant details in the text to find and put together in relationship " ), require children of the lowest layer of the highest proficiency level (Level V: " abstracting, generalizing and preferential reasons " ) for the same high school recommendation.

Participating States PIRLS / PIRLS 2001 and 2006

A total of 42 states in part PIRLS 2006. At IGLOO and IGLOO E 2006 companies in Germany all 16 states in part.

PIRLS 2001 and PIRLS 2006 ( 28 states )

Only PIRLS 2001 (7 states )

Only PIRLS 2006 ( 14 states )

Environment and reading achievement of primary school children - what do elementary schools?

Wilfried Bos, Sabine Hornberg, Karl -Heinz Arnold, Gabriele Faust, Lilian Fried, Eva -Maria Lankes, Knut Schwippert Renate Valtin

The International Primary School Reading Literacy Study ( PIRLS / PIRLS ) and its national expansion ( PIRLS -E) in 2006

From 24 April to 2 June 2006, Germany takes on Resolution of the Standing Conference on 4 March 2004 along with 41 other countries around the world once again participated in PIRLS, the Progress in International Reading Literacy study. This study is complemented in Germany a national extension study ( PIRLS -E) to gain in-depth insights into the new entrance to the school level and all-day facilities in schools, the use of new media and reading self-concept of students as well as for promoting reading among boys. The present article informs about:

The educational background of the study
The conceptual framework and the objectives
References to other school performance studies in Germany
The current state of implementation.

Educational Institutions

Education is to serve a variety of purposes, such promoting personal and social development, it is society as a whole but also contribute to the strengthening of economic growth and to increase the productivity and to reduce social inequality. In times of scarce public resources, it is in the interest of the public to learn, lead the agents used in schools to what results. So it raises the question of the effectiveness of education policies. In many countries around the world regularly comparative studies of students' competencies are carried out in different areas of learning since the 1960s; in Germany, this was until the late 1990s, only occasionally the case ( cf. Bos & Schwippert 2002). However, as the mid- 1990s, the TIMS study drew attention to the strengths and weaknesses of the German education system, which was the reason for this, in addition to intensive efforts to improve math and science education to take Germany's participation in other international comparative studies in the view.

Against this background, it was decided in 1997 by the Standing Conference Germany's participation in the Student Assessment of the OECD and agreed the regular implementation of transnational comparative studies in a row. With the TIMS study mathematical and scientific skills were in Germany at the end of compulsory schooling and at the end of secondary school collected ( TIMSS II and III, see Baumert et al 1997. Baumert, Bos & Lehmann 2000a, b). At the TIMS study in primary schools Germany has the time not participate. Therefore, the Standing Conference resolved through the national extension study of PIRLS / PIRLS 2001 to raise the skills of fourth graders in the field of mathematical and scientific literacy. Results of this study are in published form (cf. Bos et al., 2003, 2004, 2005 ).

The OECD Programme for International Student Assessment (PISA ), which is currently in the third survey phase, not only the skills in different domains detected ( reading comprehension, mathematical skills, scientific literacy ), but also cross-curricular competencies. In PISA, a sample of 15- year-old students is examined, so in turn the age group of secondary education, though with different and opposite TIMSS significantly enhanced tools and targets (see Baumert et al 2001, 2002;. Prenzel et al 2004, 2005. ). The aim of this study is to obtain more knowledge about the results in key areas of school work and at the same time evidence of starting points for further development of this effort.

In a systematic consideration of educational outcomes with the aim of ensuring and improving quality of teaching the entire school must, and that is also the primary school in the view to be taken. This is particularly significant since founding the competencies collected on cumulative learning processes. Cumulative learning combines new knowledge and skills with existing knowledge and skill stocks and so integrates the results of previous and current learning, so that they are related and which are not unrelated stand side by side. Royal term knowledge and skills are developed gradually, that is differentiated primarily and reconnected to the respective higher levels again. Before PIRLS / IGLOO / PIRLS -E was carried out in 2001, there was only limited evidence obtained in the course of representative surveys on the competences acquired by fourth graders in Germany.

Against this background, met in the 1990s, the offer of the International Association of Educational Achievement (IEA ), take a German sample in the International Student PIRLS, on an articulated in educational policy and science needs. IGLOO is a supplement and complement the OECD PISA study in Germany mid-level dar.

In May 2000, the Standing Conference agreed to the participation of Germany in PIRLS 2001; on 4 March 2004 although the decision to participate in 2006 at the International Student Assessment PIRLS and again a national extension study ( PIRLS - E 2006 ) to carry out. The international study ( PIRLS / PIRLS 2006) is funded equally by the federal and state. The cost of the national supplement ( PIRLS - E 2006 ) carry the 16 states.

Framework and objectives of the International Primary School Reading Literacy Study ( PIRLS )

Reading comprehension is a key skill, a competence that is relevant to learning in all subjects. Reading is as a cultural technique an essential prerequisite for participation in almost all areas of societal life. Children of the fourth grade have learned to read widely and read more and more to learn. Reading means to understand and process the meaning graphically fixed language content, the "understanding" as a process and end result is reading immanent. The process of understanding, etc., are preceded by a series of Vorstufenwie visual operations ( processes while watching the text), phonological encoding ( recording of sounds ), word recognition, reporting of sentence structures. Read as sense- also includes emotions, role-taking, creativity, and critical faculty with a. According to modern theories of reading (see Ruddell, Ruddell, & Singer, 1994) literacy is seen as a constructive interactive process. Readers who are familiar with effective reading strategies and are able to process what they have read, are active constructors of meaning. The meaning is created by the interaction of reader and text in the context of an individual reading experience. Readers bring a repertoire of skills and background knowledge. The text on the other hand includes specific language and structure elements and refers to a particular topic. The context of the reading situation promotes the commitment and motivation to read and often makes specific demands on reading comprehension ( Campbell et al 2001;. Mullis et al, 2004. ).

The PIRLS test for reading comprehension focuses mainly on two aspects: the process of understanding and the reading intention. With IGLOO (texts, their design is familiar to children from her life ) are recorded different aspects of competence in various intentions by reading authentic texts of various types of texts. In addition, the ability to write and in a small test to determine cognitive learning conditions for rounding the results. The survey on the performance of reading comprehension of the students is supplemented by interviews with school principals, teachers and parents of the students surveyed stem ( eg questionnaires for detecting the reading interest of students to technical and didactic approaches in teaching German or professional standards ). The students are also asked about their reading habits, reading events and reading preferences and enjoy leisure activities eg. These surveys provide additional evidence for the structure of the lesson, important insights into the support needs of teachers and generally relevant clues for the development of teacher education and teacher training.

The PIRLS design for primary schools based on a model of basic education, ie the mastery of basic cultural skills (commonly referred to as literacy ). Recent developmental research has shown how children - particularly in the primary school age, but even in preschool - active and on knowledge and knowledge aligned different world regions and cultures develop and thereby develop coherent and quite substantial theoretical models. On these ideas, concepts and 'theories' can build lessons. He can stimulate further developments or ignore the child's approach, thinking and understanding. As far as child approaches and perspectives are not taken up and promoted, there is a risk that the development of interest and open-mindedness remains under over world areas and cultures. Against this background, the acquisition of reading skills can contribute using the PIRLS tests to further develop these skills in elementary school, but also give the educational process of the children involved valuable suggestions.

Focus

On behalf of the Standing Conference will be held in Germany in addition to the international PIRLS study, a national extension ( PIRLS -E 2006). In this context, a comparison of the services in the countries of reading achievement of primary school children on the one hand done at the end of fourth grade, on the other hand new, local schools and teaching developments are set customized priorities. These new priorities are:

The reading self-concept of children

It is part of the verbal self-concept and especially in the first years of schooling of central importance. So impairs early onset of negative feedback on literacy, the reading-related self-concept and can lead to significant motivational problems ( Chapman, Tunmer & Prochnow, 2000). Students with high reading self- concepts show a greater interest in reading and a greater willingness to understand texts (see Henk & Melnick, 1992). Interest in reading and reading-related willingness to work hard in turn are important determinants of reading performance and therefore important for the development and promotion of reading ability.

Specific funding opportunities for boys

Boys have lower average reading skills in reading than girls and prefer other texts. Against this background, the PIRLS 2006 study goes to the extent to which teachers take into account the reading skills and reading preferences of boys and how does this relate to the development of their reading skills.

Digital Media

They are increasingly part of everyday life of the children, both as an entertainment medium as well as a working tool and a learning medium ( media Educational Research Association West 2005). In combination with other media Computer and Internet are increasingly being used in the classroom. For the German lessons to offer not only new forms of reading and writing learning opportunities for helping children with reading and spelling problems and new ways for the promotion of stronger pupils with special material and writing interests. PIRLS 2006 examined the extent to which digital media are used in the teaching of German in the development of reading and spelling skills.

The new school entry phase

A reformed school entry phase is introduced since the early 1990s, first as a trial and now in four states as a control model. They assume all school-age children and the children want their parents early enrollment on without prior determination of school readiness in part by year of cross- learning groups. The PIRLS 2006 study asked for the implementation of the new school entry phase and relates them to the reading ability of fourth- graders and fourth-graders who started their school career under these conditions.

All-day

Since 2003, all-day programs at schools with the investment program " Future Education and Care " of the federal government be encouraged. All-day schools and schools with all-day activities have different rhythmical of the school and related services, for example in the area of homework. They develop new cooperation and forms of teaching and to promote cooperation with institutions from their nearby environment, to name just a few examples. Hedged findings on the effects of all-day offers in primary schools are not yet available.

The socio-cultural background of the families

The socio-cultural background on variables of family income, educational attainment of parents, the profession of the father or mother as well as the immigrant families is commonly recognized. According to recent models, but are not such features other cultural and social conditions of the families are taken into account, as there is a clear influence on the competence development of children can be assumed.

The Institute for Quality Management in education and the implementation of the field test for normalization of cross-national educational standards in German and mathematics after PIRLS 2006

The Institute for Educational Progress ( IQR ) is an interdisciplinary institution at the interface between science and school practice. It supports the work of the Länder in the Federal Republic of Germany to secure and improve the returns to education in the school system.

The primary mission of the IQR is to normalize the cross-national educational standards, to illustrate and develop. Furthermore, it is a concern of the IQR to support the schools to implement the educational standards in the classroom. The IQR works in close coordination with the countries and collaborates with nationally and internationally recognized experts and with institutions. The work and results of the IQR are provided to countries, schools and the public.

Since the school year 2005/2006 the transnational educational standards form the basis for the teaching of subjects in German and mathematics in primary school. Educational standards formulate requirements for students to be acquired by the end of fourth grade. The orientation of the teaching event the educational standards to ensure that students are prepared in elementary school even better than before on the further education career.

The Institute for Educational Progress ( IQR ) was commissioned by the Standing Conference in 2004 to review the educational standards and develop on the basis of validated tests. In future it should be possible to assess the skills that children have acquired in the classroom in an objective manner. These are prepared in cooperation with the IQR teachers, educational research and didactics experts in the subjects German and mathematics large collections of test tasks with which the skills can be reviewed by students.

Directly after PIRLS 2006, the piloting of the tasks planned for the educational standards, which is carried out in the 3rd and 4th classes. Such a pilot is primarily the review of the test and survey instruments and gives the IQR valuable information for subsequent main study, the points at which they should be possibly optimized. The pilot is of great importance in regard to the success of the education standard main study, which is carried out in 2007.

Comments for PIRLS

The former Federal Education Minister Annette Schavan was pleased with the good performance of German pupils in PIRLS. However, she was concerned that the competence achieved in Germany depends on the social background. They called for early promotion in child care centers and at home. Schavan: Here must start all other reforms to allow equal opportunity for the entire educational career away. The results of the study also show that early support is the key to more equal opportunities for all children. In child care centers talents can be encouraged at an early stage and recognized disadvantages in time and reduced. That working-class children rarely go in the same reading skills to high school than children from the classes of service, they did not address.

IGLOO responsible

PIRLS 2006 Consortium

Karl -Heinz Arnold, University of Hildesheim, Institute for Applied Education and General Education
Wilfried Bos, Institute for School Development Research ( IFS), Technical University of Dortmund
Gabriele Faust, Otto- Friedrich University of Bamberg, Department of Primary Education and Primary School Teaching
Lilian Fried, Technical University of Dortmund, Department of Social Education, Adult Education and Early Childhood Education
Eva -Maria Lankes, University of Lüneburg, Institute for Education and Research on Higher Education
Knut Schwippert, Westfälische Wilhelms -Universität Münster, Institute II - School Education and General Education
Renate Valtin, Humboldt University Berlin, Institute of Education Sciences

Co-opted members of the consortium PIRLS 2006

Heinz Günter Holtappel, Technical University of Dortmund, Institute for School Development Research
Renate Schulz- Zander, Technical University of Dortmund, Institute for School Development Research

Project management PIRLS / Igloo / Igloo E 2006

Sabine Hornberg ( project management), Technical University of Dortmund, Institute for School Development Research

Institute for Quality Management in Education

Dietlinde Granzer, Institute for Educational Progress, Berlin
Olaf Koeller, Institute for Educational Progress, Berlin

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