Progress in reading literacy

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In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted the Progress in Reading Literacy Study (PIRLS) to assess reading literacy among students in two age groups across 35 countries. This volume examines the impacts of participation in the study and its findings in 13 of those countries. Reading literacy is crucial for students' educational progress and their future opportunities. IEA's research helps countries evaluate the effectiveness of their educational practices and the influence of background factors—such as school, teacher, student, and home—on learning outcomes. While IEA primarily conducts large-scale comparative studies on educational outcomes at key transition points, it also focuses on how studies like PIRLS affect research initiatives, policy development, and national capacity-building. This publication aims to explore the impact of PIRLS on participating countries. It includes 13 country chapters authored by experts from those nations, alongside a brief overview of PIRLS 2001 and its international findings. The final chapter synthesizes insights from the country chapters, highlighting the broader implications of the study.