The predictive validity of PIRLS and ePIRLS on later academic achievement: Insights from Sweden,
Year: 2025
Type: article
Abstract: The aim of this study was to investigate and compare how two reading assessments measured in Grade 4 predict later school grades. Specifically, the study explored how paper-based and digital reading scores were related to school grades in Grades 6 and 9. Data from the international assessment PIRLS 2016 and its digital counterpart ePIRLS 2016, along with Swedish register data were used. Regression results speak to the lasting effects of early reading achievement on later achievement in various subjects. Notably, digital test scores showed stronger associations with later grades, particularly in Grade 6. Although moderate in strength, the predictive validity of digital test scores was higher for subjects like English and mathematics, compared to paper-based test scores. These findings lend some credibility to the ongoing transition to digital assessment, indicating that digital reading measures may capture skills more relevant to later academic success.
Author: Elpis Grammatikopoulou
Institution: University of Gothenburg
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,570
OpenAlex ID: W4417432599