In 2006, U.S. 4th-graders performed above the international average and above 22 of the 45 educational jurisdictions. There were no differences detected between the U.S. average scores from 2001 to 2006.

The 2006 Progress in International Reading Literacy Study (PIRLS) assessed the reading literacy of 4th-graders in 45 educational jurisdictions around the globe. The average U.S. 4th-grade score on the combined reading literacy scale was 540, above the PIRLS international average of 500. Students in 10 jurisdictions scored above U.S. students, on average. U.S. students scored higher, on average, than their peers in 22 jurisdictions. No differences were detected between the average score in the United States and those in 12 jurisdictions.

In addition to a combined reading literacy score, PIRLS provides two subscales: reading for literary purposes and for informational purposes. In 2006, U.S. 4th-graders’ average scores on the two subscales were above the international averages (see table 18-1).

The United States was among 29 educational jurisdictions that participated in both the 2001 and 2006 PIRLS assessments. No differences were detected between the U.S. average scores in 2001 and 2006 on the combined reading literacy scale or on the two subscales (see table 18-2). Students in 8 jurisdictions showed measurable gains on the combined reading literacy scale between 2001 and 2006, while students in 7 jurisdictions showed measurable declines.

With few exceptions, in almost all participating jurisdictions, including the United States, 4th-grade girls scored higher than 4th-grade boys, on average, on the combined reading literacy scale. In most countries, 4th-grade girls also scored higher than 4th-grade boys on the two subscales in 2006 (see table 18-3). Within the United States, White 4th-graders had higher average scores than their Black, Hispanic, and American Indian/Alaska Native peers on the combined reading literacy scale (see table 18-4).