Table 18-1. Average combined reading literacy scale scores of 4th-graders, by reading subscale and educational jurisdiction: 2006
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Reading subscale
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| Educational jurisdiction |
Combined reading literacy |
Literary subscale |
Informational subscale |
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| International average |
500* |
500* |
500* |
| Alberta, Canada |
560* |
561* |
556* |
| Austria |
538 |
537 |
536 |
| Belgium (Flemish)1 |
547 |
544 |
547* |
| Belgium (French) |
500* |
499* |
498* |
| British Columbia, Canada |
558* |
559* |
554* |
| Bulgaria |
547 |
542 |
550* |
| Chinese Taipei |
535 |
530* |
538 |
| Denmark |
546 |
547 |
542 |
| England |
539 |
539 |
537 |
| France |
522* |
516* |
526* |
| Georgia |
471* |
476* |
465* |
| Germany |
548 |
549 |
544 |
| Hong Kong, SAR2 |
564* |
557* |
568* |
| Hungary |
551* |
557* |
541 |
| Iceland |
511* |
514* |
505* |
| Indonesia |
405* |
397* |
418* |
| Iran, Islamic Republic of |
421* |
426* |
420* |
| Israel |
512* |
516* |
507* |
| Italy |
551* |
551* |
549* |
| Kuwait |
330* |
340* |
327* |
| Latvia |
541 |
539 |
540 |
| Lithuania |
537 |
542 |
530 |
| Luxembourg |
557* |
555* |
557* |
| Macedonia |
442* |
439* |
450* |
| Moldova |
500* |
492* |
508* |
| Morocco |
323* |
317* |
335* |
| Netherlands1 |
547 |
545 |
548* |
| New Zealand |
532* |
527* |
534 |
| Norway3 |
498* |
501* |
494* |
| Nova Scotia, Canada |
542 |
543 |
539 |
| Ontario, Canada |
555* |
555* |
552* |
| Poland |
519* |
523* |
515* |
| Qatar |
353* |
358* |
356* |
| Quebec, Canada |
533 |
529* |
533 |
| Romania |
489* |
493* |
487* |
| Russian Federation |
565* |
561* |
564* |
| Scotland1 |
527* |
527* |
527* |
| Singapore |
558* |
552* |
563* |
| Slovak Republic |
531* |
533 |
527* |
| Slovenia |
522* |
519* |
523* |
| South Africa |
302* |
299* |
316* |
| Spain |
513* |
516* |
508* |
| Sweden |
549* |
546 |
549* |
| Trinidad and Tobago |
436* |
434* |
440* |
| United States1 |
540 |
541 |
537 |
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* Significantly different from the U.S. average (p < .05).
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1 Met guidelines for sample participation rates only after replacement schools were included.
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2 Hong Kong SAR is a Special Administrative Region (SAR) of the People’s Republic of China.
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3 Did not meet guidelines for sample participation rates after replacement schools were included.
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NOTE: Results from the Progress in International Reading Literacy Study (PIRLS) assessment are reported on a combined reading literacy scale, which captures students’ overall literacy skills, and two subscales that measure two types of purposes of reading: reading for literary purposes and reading for informational purposes. The combined reading literacy score is calculated on the basis of all the items in the assessment, whereas the subscale scores are calculated on the basis of the items making up each of the two subscales. Because the combined reading literacy scale and the two subscales are calculated separately using the properties of all of the items in the given scale or subscale, the combined reading literacy score is not the simple average of the two subscales.
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SOURCE: Baer, J., Baldi, S., Ayotte, K., and Green, P. (2007). The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (NCES 2008-017), figure 3, data from the International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2006.
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