Table 18-4. Average combined reading literacy scale scores of U.S. 4th-graders, by reading subscale and race/ethnicity: 2006
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Reading subscale
|
| Race/ethnicity |
Combined
reading literacy |
Literary
subscale |
Informational
subscale |
|
| White |
560 |
562 |
555 |
| Black |
503* |
501* |
505* |
| Hispanic |
518* |
517* |
517* |
| Asian |
567 |
569 |
561 |
| American Indian/Alaska Native |
468* |
468* |
472* |
| Other |
573 |
568 |
571 |
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* Significantly different from average score of White students (p < .05).
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NOTE: Other includes students who were identified as Pacific Islander as well as those non-Hispanic students who were identified as belonging to multiple racial groups. Race categories exclude persons of Hispanic ethnicity. The United States met guidelines for sample participation rates only after replacement schools were included. 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), table 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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