Year: 2025
Type: article
Abstract: This study uses the Progress in International Reading Literacy Study (PIRLS) 2021 data to test quality education targets related to primary education achievement, early childhood, skills for work, equity, the learning environment, and teachers' highest levels of qualification. Using Austrian data as a specific case, a regression analysis was performed on items from the student, home, and teacher questionnaires with overall reading literacy achievement as the outcome variable. Results show a drop in Austrian primary education reading literacy achievement between PIRLS 2016 and PIRLS 2021. Targets of early childhood, skills for work, equity, and a safe and effective learning environment are statistically significantly related to reading achievement. Boys trail girls in reading achievement, and higher teacher qualifications do not translate into significantly better reading results. The study's focus on targets with evidence from PIRLS raises two issues: the extent of the PIRLS contribution to measuring and monitoring SDG 4 targets and how PIRLS can help operationalize interconnected targets.
Source: Studia paedagogica
DOI: 10.5817/sp2024-3-3
Authors: Surette Van Staden, Sunet Grobler
Institution: Universität Innsbruck
Language: English
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4407615404