What Makes a Good Reader : International Findings from PIRLS 2016

dc.creatorTIMSS & PIRLS International Study Center
dc.date.accessioned2017-12-05T13:38:30Z
dc.date.accessioned2024-05-08T20:50:17Z
dc.date.available2017-12-05T13:38:30Z
dc.date.available2024-05-08T20:50:17Z
dc.date.created2017-12-05T13:38:30Z
dc.date.issued2017
dc.identifierhttps://hdl.handle.net/20.500.12799/5677
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9375793
dc.description.abstractFifty countries from around the world participated in the PIRLS 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic skills to advanced comprehension. The fourth grade students in the Russian Federation and Singapore had the highest reading achievement on average. These two countries also had more than one-fourth of their students reaching the PIRLS Advanced International Benchmark. Students reaching this level interpreted, integrated, and evaluated story plots and information in relatively complex texts. Hong Kong SAR, Ireland, Finland, Poland, and Northern Ireland also performed very well, with approximately one-fifth of their students reaching the Advanced Benchmark.
dc.languageen
dc.publisherTIMSS & PIRLS International Study Center
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceMINISTERIO DE EDUCACIÓN
dc.sourceRepositorio institucional - MINEDU
dc.subjectEvaluación PIRLS
dc.subjectEvaluación internacional
dc.subjectEducación primaria
dc.subjectComprensión lectora
dc.titleWhat Makes a Good Reader : International Findings from PIRLS 2016
dc.typeReporte técnico


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