Pirls: Assessment Framework and Specifications

PIRLS 2006
ASSESSMENT FRAMEWORK
AND SPECIFICATIONS 2nd Edition
Progress in International Reading Literacy Study
February 2006
Ina V.S. Mullis

Ann M. Kennedy
Michael O. Martin
Marian Sainsbury
TIMSS & PIRLS International Association

for the Evaluation of
International Study Center Educational Achievement
Lynch School of Education
Boston College
Chestnut Hill, MA 02467
United States
PIRLS 2006 Assessment Framework and Specifications 2nd Edition
by Ina V.S. Mullis, Ann M. Kennedy, Michael O. Martin, and Marian Sainsbury.
Publisher:
TIMSS & PIRLS International Study Center
Lynch School of Education, Boston College.
© 2006 by the International Association for the Evaluation

of Educational Achievement (IEA), Amsterdam, the Netherlands.
Library of Congress Catalog Card Number: 2005934506
ISBN: 1-889938-40-8
Printed and bound in the United States.
For more information about PIRLS:
TIMSS & PIRLS

International Study Center
Lynch School of Education
Manresa House
Boston College
140 Commonwealth Avenue
Chestnut Hill, MA 02467
United States
tel: +1·617·552·1600
fax: +1·617·552·1203
Boston College is an equal opportunity, affirmative action employer.

CONTENTS
PREFACE ............................................................. v
1 Overview of IEA’s PIRLS Assessment ......... 1

The IEA and Reading Literacy ............................................... 1
A Definition of Reading Literacy .......................................... 3
Overview of Aspects of Student’s Reading Literacy ........... 4
Reading Literacy Behaviors and Attitudes ........................... 6
Student Population Assessed ................................................ 7
2 PIRLS Reading Purposes and Processes of

Reading Comprehension ......................... 11
Processes of Comprehension ............................................... 12
Purposes for Reading .......................................................... 17
3 Contexts for Learning to Read ................ 23

National and Community Contexts .................................... 25
Home Contexts .................................................................... 27
School Contexts ................................................................... 31
Classroom Contexts ............................................................. 32
iii
4 Assessment Design and Specifications .... 37
Reporting Reading Achievement........................................ 38
Test Booklet Design ............................................................. 38
Selecting Reading Passages for the Assessment ................ 41
Question Types and Scoring Procedures............................. 42
Releasing Assessment Material to the Public ..................... 44

Background Questionnaires ............................................... 45
PIRLS 2006 Encyclopedia ..................................................... 46
REFERENCES ..................................................... 49
IEA READING RESEARCH .................................................... 55
APPENDIX A ..................................................... 59
PIRLS National Research Coordinators Contributors
to PIRLS Development
APPENDIX B ..................................................... 65
Sample Passages, Questions, and Scoring Guides
APPENDIX C ................................................... 101

Comparison of the Progress in International Reading
Literacy Study (PIRLS) and the Programme for
International Student Assessment (PISA)
iv
P R E FA C E
Reading is fundamental to all forms of personal learning

and intellectual growth. In today’s global society, a literate popula-
tion is essential for a nation’s social and economic development.
To improve the quality of life for its people, a country needs to
maximize the potential of its human, social, and material resources.
Citizens that know how to read are crucial to this effort.
Concrete information about how well their students can read

provides policymakers and researchers in every country with insight
into how to improve literacy and reading achievement. To help
improve reading teaching and learning around the world, the IEA
General Assembly approved reading literacy as an essential compo-
nent of the IEA’s regular cycle of core studies, which also includes
mathematics and science (known as TIMSS). With PIRLS 2006, IEA’s
Progress in International Reading Literacy Study (PIRLS) is in its
second round of assessing reading achievement for students in their
fourth year of school.
IEA, the International Association for the Evaluation of Educational

Achievement, was founded in 1959 for the purpose of conducting
comparative studies focusing on educational policies and practices in
various countries around the world. In the 45 years since, IEA’s mem-
bership has grown to more than 50 countries. It has a Secretariat lo-
cated in Amsterdam, the Netherlands, and a data processing center
in Hamburg, Germany. IEA studies have reported on a wide range of
topics and subject matters, each contributing to a deep understand-
ing of educational processes within individual countries and within a
broad international context.
v
PIRLS 2006 provides countries with the unique opportunity to obtain
internationally comparative data about how well their children can
read. Countries also will obtain detailed information about home
supports for literacy as well as school instruction. For the 35 coun-
tries that participated in PIRLS 2001, PIRLS 2006 will provide infor-
mation on changes in students’ reading achievement. Since PIRLS
will continue on a five-year cycle into the future, new participants
can collect important baseline information for monitoring trends in
reading literacy.
The PIRLS 2006 Assessment Framework and Specifications is in-

tended as a blueprint for IEA’s 2006 assessment of reading literacy.
Adapted from the widely-accepted PIRLS 2001 framework, the 2006
framework resulted from a collaborative process involving many
individuals and groups – notably the PIRLS Reading Development
Group (RDG) and the National Research Coordinators (NRCs) of the
more than 40 countries participating in PIRLS. All told, the frame-
work underwent several iterations in response to the comments and
interests of the PIRLS countries and the reading research community,
and embodies the ideas and interests of many individuals and orga-
nizations around the world.
Funding for PIRLS was provided by the National Center for Educa-
tion Statistics of the U.S. Department of Education, the World Bank,
Boston College, the National Foundation for Educational Research
in England and Wales, and the participating countries. The work
contained in this document represents the efforts of a considerable
number of people. I would like to express my thanks to the Read-
ing Development Group; the staff of the TIMSS & PIRLS Interna-
tional Study Center at Boston College, especially Ann M. Kennedy,
the PIRLS Coordinator; and to the staff involved from the IEA Data
Processing Center and Secretariat, Statistics Canada, and the Educa-
tional Testing Service. I appreciate, in particular, the contribution of
the National Research Coordinators, and of the PIRLS Study Direc-
tors, Ina V.S. Mullis and Michael O. Martin.
Hans Wagemaker
Executive Director, IEA
vi
The TIMSS & PIRLS International Study Center
at Boston College
The TIMSS & PIRLS International Study Center at Boston College serves
as the International Study Center for IEA’s studies in mathematics,
science, and reading – the Trends in International Mathematics and
Science Study (TIMSS) and the Progress in International Reading
Literacy Study (PIRLS). The staff at the Study Center is responsible
for the design and implementation of the study. The following had
major responsibility for preparing the PIRLS framework for the 2006
assessment.
Ina V.S. Mullis

Michael O. Martin
Co-Directors, PIRLS
Pierre Foy
Director, Sampling and Data Analysis
Ann M. Kennedy
PIRLS Study Coordinator
Marian Sainsbury*
PIRLS Reading Coordinator
Lisa M. White
PIRLS Literacy Specialist
Kathleen L. Trong
PIRLS Research Associate
*National Foundation for Educational Research in England and Wales
vii
PIRLS Project Management Team
In implementing PIRLS, the TIMSS & PIRLS International Study Center
at Boston College works closely with the IEA Secretariat in Amster-
dam, Statistics Canada in Ottawa, the IEA Data Processing Center in
Hamburg, and Educational Testing Service in Princeton, New Jersey.
In each country, a national representative, called the National Re-
search Coordinator (NRC), is responsible for implementing PIRLS in
accordance with international procedures.
International Association for the Evaluation of

Educational Achievement (IEA)
The IEA provides overall support in coordinating PIRLS. The Secretar-
iat, located in Amsterdam, has particular responsibility for member-
ship, translation verification, and hiring the quality control monitors.
The Data Processing Center, located in Hamburg, is responsible for
the accuracy and consistency of the PIRLS database within and across
countries. The following persons are closely involved with PIRLS.
Hans Wagemaker
Executive Director
Barbara Malak
Director, Membership Relations
Juriaan Hartenberg
Financial Manager
Dirk Hastedt
Co-Director, IEA Data Processing Center
Oliver Neuschmidt
Julianne Barth
Co-Managers, TIMSS & PIRLS Data Processing
viii
Statistics Canada
Statistics Canada is responsible for PIRLS sampling activities in conjunc-
tion with Pierre Foy of the TIMSS & PIRLS International Study Center
and the PIRLS Sampling Referee, Keith Rust of Westat, Inc. in the
United States.
Marc Joncas Keith Rust

Director, Sampling Sampling Referee
Educational Testing Service

Educational Testing Service provides psychometric support to the
TIMSS and PIRLS International Study Center. Mathias Von Davier is
the ETS liaison to the Study Center.
PIRLS 2006 Advisory Groups

Updating the PIRLS Framework and Specifications for the 2006 as-
sessment was a collaborative effort involving a series of reviews by
the Reading Development Group, the Questionnaire Development
Group, and the National Research Coordinators.
PIRLS 2006 Reading Development Group

Dominique Lafontaine Galina Zuckerman
Service de Pedagogie Russian Academy of Education
Experimentale Russian Federation
Belgium
Selene Tan
Jan Mejding Anne Heenatimulla
Danish University of Education Ministry of Education
Denmark Singapore
Sue Horner Karen Wixson
Qualifications and Curriculum University of Michigan
Authority United States
England
Renate Valtin
Humboldt Universität
Germany
ix
PIRLS 2006 Questionnaire Development Group
Hong wei Meng
The China National Institute of Education
China, PRC
Marc Colmant
Ministère de l’Éducation Nationale
France
Knut Schwippert
University of Hamburg
Germany
Bojana Naceva
Bureau for Development of Education
Republic of Macedonia
Mieke van Diepen
University of Nijmegen
Netherlands
Ragnar Gees Solheim
National Centre for Reading, Education and Reading Research
University of Stavanger
Norway
Laurence Ogle
National Center for Education Statistics
United States
National Research Coordinators

The PIRLS National Research Coordinators (NRCs) work with the proj-
ect staff in the various areas to ensure that the study is responsive to
their concerns, both policy-oriented and practical, and are responsi-
ble for implementing the study in their countries. The PIRLS NRCs for
the 2006 assessment made excellent suggestions for updating the
framework and specifications. A full list of NRCs is in Appendix A.

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PIRLS 2006

Ina V.S. Mullis

TIMSS & PIRLS International Association

© 2006 by the International Association for the Evaluation

Library of Congress Catalog Card Number: 2005934506

Printed and bound in the United States.

For more information about PIRLS:

TIMSS & PIRLS

Boston College is an equal opportunity, afﬁrmative action employer.

1 Overview of IEA’s PIRLS Assessment ......... 1

A Deﬁnition of Reading Literacy .......................................... 3

Overview of Aspects of Student’s Reading Literacy ........... 4

Reading Literacy Behaviors and Attitudes ........................... 6

Student Population Assessed ................................................ 7

2 PIRLS Reading Purposes and Processes of

Purposes for Reading .......................................................... 17

3 Contexts for Learning to Read ................ 23

Home Contexts .................................................................... 27

School Contexts ................................................................... 31

Classroom Contexts ............................................................. 32

Test Booklet Design ............................................................. 38

Selecting Reading Passages for the Assessment ................ 41

Question Types and Scoring Procedures............................. 42

Releasing Assessment Material to the Public ..................... 44

PIRLS 2006 Encyclopedia ..................................................... 46

APPENDIX C ................................................... 101

Reading is fundamental to all forms of personal learning

Concrete information about how well their students can read

IEA, the International Association for the Evaluation of Educational

The PIRLS 2006 Assessment Framework and Speciﬁcations is in-

Ina V.S. Mullis

*National Foundation for Educational Research in England and Wales

International Association for the Evaluation of

Marc Joncas Keith Rust

Educational Testing Service

PIRLS 2006 Advisory Groups

PIRLS 2006 Reading Development Group

National Research Coordinators

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