Search Results: (16-22 of 22 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2003073 | International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001
This report describes the reading literacy of fourth-graders in 35 countries, including the United States. The report provides information on a variety of reading topics, but with an emphasis on U.S. results. Included in the report are comparisons of average scores across the 35 countries on two reading subscales and a combined reading scale, as well as achievement broken out by sex, internationally. Within the U.S. comparisons by race/ethnicity, by public and private schools, and by poverty levels of the school are provided. The report also presents information on reading and instruction in the classroom and explores the reading habits of fourth-graders outside of school. This report defines reading literacy for fourth-graders, highlights the performance and distribution of fourth-graders relative to fourth-graders in other countries, and illustrates, through international benchmarking, the performance of assessed students. A sample reading passage and a few related test items are provided. The report also presents data on a related reading trend study in which the U.S. participated. Technical notes about the assessment are provided as an appendix, and there is also a section that compares the similarities and differences of PIRLS and the National Assessment of Educational Progress (NAEP). |
4/8/2003 |
| NCES 200310 | A Comparison of the NAEP and PIRLS Fourth-Grade Reading Assessments
In anticipation of questions about how the 2001 PIRLS fourth-grade assessment and the 2002 NAEP fourth grade reading assessment compare, NCES convened an expert panel to compare the content of the PIRLS and NAEP assessment to determine if they measured the same construct. This involved a close examination of how PIRLS and NAEP define reading, the texts used as the basis for the assessments, and the reading processes required of students in each. |
4/7/2003 |
| NCES 2002115 | Outcomes of Learning: Results from the 2000 Program for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy
This report provides initial findings from the first cycle of the Program for International Student Assessment (PISA). The report gives information on achievement of 15-year-olds in reading literacy, mathematics literacy, and science literacy in the United States and 31 other participating nations. |
12/4/2001 |
| NCES 2002116 | Highlights from the 2000 Program for International Student Assessment (PISA)
This 12-page brochure summarizes the key findings from the new Program for International Student Assessment (PISA). |
12/4/2001 |
| NCES 200101 | Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood
This paper presents key indicators of educational and employment status for students making the transition from early adolescence to young adulthood. |
4/17/2001 |
| NCES 97875 | Reading Literacy in an International Perspective: Collected Papers from the IEA Reading Literacy Study
These papers provide an interesting view of issues regarding reading literacy that are of concern to all nations engaged in the teaching of reading and in the amelioration of persistent inequalities in literacy. These papers also provide a view of the statistical complexities that are required to mirror the substantive complexities of cross-national analyses. |
1/31/1997 |
| NCES 96258 | Reading Literacy in the United States: Findings from the IEA Reading Literacy Study
This report presents an analysis of the U.S. data collected for the IEA Reading Literacy study. It relates factors such as family composition, resources, school climate, school resources, teacher training and instructional methods to reading achievement. |
6/17/1996 |
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