Progress in International Reading Literacy Study (pirls)

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NCES Handbook of Survey Methods 
Progress in International Reading Literacy 
Study (PIRLS) 
Website: 
https://nces.ed.gov/surveys/pirls/ 
Updated: November 2020 
PROGRESS IN 
INTERNATIONAL 
READING LITERACY 
STUDY: 
Three assessments: 
➢
PIRLS 
➢
ePIRLS 
➢
digitalPIRLS 
Three aspects of reading 
literacy: 
➢
Purpose for reading 
➢
Processes of 
comprehension 
➢
Reading behaviors and 
attitudes 
Six sets of questionnaires: 
➢
Student questionnaire 
➢
ePIRLS student 
questionnaire 
➢
Learning to read 
(home) survey 
➢
Teacher questionnaire 
➢
School principal 
questionnaire 
➢
Curriculum 
Questionnaire 
1. OVERVIEW 
The Progress in International Reading Literacy Study (PIRLS) is a large international 
comparative study of the reading literacy of fourth-grade students. The study is conducted 
by the International Association for the Evaluation of Educational Achievement (IEA), 
with national sponsors in each participating education system (previously referred to as 
education systems
). The National Center for Education Statistics (NCES), in the Institute 
of Education Sciences at the U.S. Department of Education, is responsible for the 
implementation of PIRLS in the United States. Reading literacy is one of the most 
important abilities that students acquire as they progress through their early school years. 
It is the foundation for learning across all subjects, it can be used for recreation and for 
personal growth, and it equips young children with the ability to participate fully in their 
communities and the larger society. Participants in PIRLS include both countries and 
subnational entities, both of which are referred to as 
education systems
. PIRLS focuses on 
the achievement and reading experiences of children in grades equivalent to fourth grade 
in the United States. The study includes a written test of reading comprehension and a 
series of questionnaires focusing on the factors associated with the development of reading 
literacy. PIRLS was administered in 2001 to students in 35 education systems, in 2006 to 
students in 45 education systems, in 2011 to students in 53 education systems, and in 2016 
to students in 61 education systems.