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PIRLS/Epirls 2016 Canada in Context

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PIRLS/Epirls 2016 Canada in Context PIRLS/ePIRLS 2016 Canada in Context A C F B E O A H M F D i CanadianH Results from the Progress in International Reading Literacy Study G K G D M I i A A C L N K A L I E B O PIRLS/ePIRLS 2016 Canada in Context Canadian Results from the Progress in International Reading Literacy Study Authors Pierre Brochu, Consultation MEP Consulting Kathryn O’Grady, Council of Ministers of Education, Canada Tanya Scerbina, Council of Ministers of Education, Canada Yitian Tao, Council of Ministers of Education, Canada The Council of Ministers of Education, Canada (CMEC) was formed in 1967 by the jurisdictional ministers responsible for education to provide a forum in which they could discuss matters of mutual interest, undertake educational initiatives cooperatively, and represent the interests of the provinces and territories with national educational organizations, the federal government, foreign governments, and international organizations. CMEC is the national voice for education in Canada and, through CMEC, the provinces and territories work collectively on common objectives in a broad range of activities at the elementary, secondary, and postsecondary levels. Through the CMEC Secretariat, the Council serves as the organization in which ministries and departments of education undertake cooperatively the activities, projects, and initiatives of particular interest to all jurisdictions. One of the activities on which they cooperate is the development and implementation of pan-Canadian testing based on contemporary research and best practices in the assessment of student achievement in core subjects. The Council of Ministers of Education (Canada) would like to thank the students, their parents and teachers, and the administrators in schools and ministries/departments of education whose participation in PIRLS ensured its success. We are truly grateful for your involvement in this study, which will contribute significantly to a better understanding of educational policies and practices in the fundamental area of reading literacy in the early years. Council of Ministers of Education, Canada 95 St. Clair West, Suite 1106 Toronto, Ontario M4V 1N6 Telephone: (416) 962-8100 Fax: (416) 962-2800 E-mail: [email protected] © 2018 Council of Ministers of Education, Canada ISBN 978-0-88987-506-7 Ce rapport est également disponible en français TABLE OF CONTENTS Introduction ............................................................................................................1 What is PIRLS? ..........................................................................................................................1 Participation levels in Canada ...................................................................................................3 Why did Canada participate in PIRLS 2016? .............................................................................4 Conceptual framework: assessing reading literacy in PIRLS and ePIRLS 2016 ..........................6 Definition of reading literacy ................................................................................................6 Purposes for reading .............................................................................................................7 Processes of comprehension .................................................................................................8 Reading literacy behaviours and attitudes ...........................................................................9 Learning contexts: home, classroom, school, and community ............................................10 Sampling features of PIRLS 2016 ............................................................................................11 Target population ...............................................................................................................11 General sampling approach ................................................................................................12 Quality assurance ...............................................................................................................13 Student and school participation in PIRLS 2016 ..................................................................13 General design of the assessment ..........................................................................................14 Selecting PIRLS 2016 reading passages ..............................................................................15 Question types and scoring procedures ..............................................................................16 Test design ..........................................................................................................................17 Background questionnaires ................................................................................................17 Objectives and organization of this report .............................................................................18 1. Canadian Results at the International Benchmarks .............................................21 Students’ reading performance at the international benchmarks ..........................................23 Reading performance at the international benchmarks by language of the school system ...25 Reading performance at the international benchmarks by gender ........................................27 Sample questions to illustrate the benchmarks ......................................................................28 2. Canadian Achievement Results by Average Score ..............................................29 Results in reading for participating countries and Canadian provinces ..................................29 Canadian results in reading by language of the school system ...............................................31 Canadian results in reading by gender ...................................................................................32 Canadian results for reading purposes and comprehension processes ..................................34 Achievement in reading by reading purpose ......................................................................34 Achievement in reading by comprehension process ............................................................35 Trends in reading achievement ...............................................................................................36 3. Exploring Contextual Factors Related to Reading Achievement ...........................39 The home context ....................................................................................................................39 Immigration background and languages spoken at home .................................................40 Reading engagement of parents ........................................................................................41 Students’ resources at home ...............................................................................................42 Parents’ reading habits and attitudes..................................................................................43 Student confidence in their reading ability .........................................................................45 Student self-efficacy in computer use ..................................................................................46 Attending pre-primary education ........................................................................................47 Age at the beginning of the primary grades ........................................................................48 Homework ...........................................................................................................................49 Digital devices .....................................................................................................................51 The school context ...................................................................................................................52 Teacher characteristics ........................................................................................................52 Teacher demographics .....................................................................................................53 Teacher education level ...................................................................................................53 Teacher professional development ..................................................................................54 Teacher job satisfaction ...................................................................................................56 School characteristics ..........................................................................................................57 Socioeconomic level of the school ..................................................................................57 School libraries ................................................................................................................60 School emphasis on academic success ............................................................................62 Student factors limiting instruction .................................................................................64 Student readiness to learn ..............................................................................................65 School discipline and safety .............................................................................................66 Student bullying ...............................................................................................................67
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