Patterns in PIRLS performance: The importance of liking to read, SES, and the effect of test prep

Abstract

Analysis of PIRLS data on liking reading and SES revealed five consistent patterns: (1) 'basline': locations with high PIRLS scores, high SES, and a high level of 'liking reading' among both children and their parents. (2) 'test-prep' locations, with high SES and PIRLS scores, but little interest in reading. Our conjecture is that these students achieved high scores through test-preparation (strategy instruction) and through diligently reading very hard texts. (3) 'late-bloomers' with high SES and high PIRLS scores, with parents but not children liking reading, In most of these locations, reading instruction starts late. (4) middle SES countries and locations; (5) Lower SES countries and locations, with children liking to read but adults much less. The problem in cases in category (5) is lack of access to reading material.