Исследование весьма обстоятельное, в докладе http://timss.bc.edu/pirls2006/intl_rpt.html подробно обьясняется методика и примеры. Это исследование не просто способности читать (или правописания) но именно способности понимать и анализировать текст. Предыдущее исследование было 5 лет назад, за 2001 год.
Distribution of Reading Achievements
Некоторые выдержки из доклада ниже. Вкратце - наилучшие результаты (и наибольший прогресс с 2001 года) у России, Гонг-Конга, Сингапура. Значительно упали результаты в Литве, Нидерландах, Англии, Швеции, Румынии. В США практически не изменилось.
Fourth-grade Students’ Reading Achievement in PIRLS 2006
The Russian Federation, Hong Kong SAR, and Singapore were the three
top-performing countries in PIRLS 2006. Luxembourg, Italy, Hungary,
Sweden, Germany, the Netherlands, Belgium (Flemish), Bulgaria, and
Denmark also had higher achievement than the majority of other
participants. Three Canadian provinces (Alberta, British Columbia, and
Ontario) were also among the highest achieving participants.
Singapore and the Russian Federation had the greatest percentages
of high-achieving students, with nearly one fifth of students (19%)
reaching the Advanced International Benchmark (e.g., could provide
and support interpretations, integrate information across texts, and
understand literary and organizational features). However, about half
of the participants had 7 percent or fewer of their students reaching the
Changes in Reading Achievement: PIRLS 2001 to PIRLS 2006
Of the 26 countries and 2 Canadian provinces that also participated in
PIRLS 2001, eight countries showed significant gains in average reading
achievement in PIRLS 2006, including the Russian Federation, Hong
Kong SAR, Singapore, Slovenia, the Slovak Republic, Italy, Germany, and
Hungary. Countries with significant decreases since 2001 were Lithuania,
the Netherlands, Sweden, England, Romania, and Morocco.
Typically, in the countries with higher average achievement in 2006
than in 2001, achievement in 2006 was higher for both girls and boys,
and, in the countries with lower average achievement, achievement was
lower for both. Exceptions were Germany and Hungary where boys but
not girls had significant gains, and the Netherlands where the decrease
seemed to be primarily attributable to girls’ lower achievement.
In general, higher average achievement in 2006 than 2001 involved
increases spanning the performance distributions. Singapore, Hong
Kong SAR, and Slovenia had significant improvement across the four
PIRLS 2006 International Benchmarks (low, intermediate, high, and
advanced). The Russian Federation, the Slovak Republic, and Germany
had improvement at all except the low benchmark, and Italy had
improvements at all except the advanced benchmark. Hungary showed
improvement at the advanced level.
For countries with decreases since PIRLS 2001, Lithuania and the
Netherlands had decreases at the two highest benchmarks, England and
Sweden had decreases at all except the low benchmark, and Romania
had decreases across the distribution.
Countries with higher average reading achievement in 2006 than
2001 tended to have higher average achievement in both the reading
purposes and processes of comprehension, and, similarly, those with
lower reading achievement in 2006 than 2001 tended to have lower
achievement in both the reading purposes and processes. For example,
the eight countries with overall increases in average reading achievement
between PIRLS 2001 and PIRLS 2006 all improved in literary reading
and the majority improved in informational reading (Hong Kong SAR,
the Russian Federation, Singapore, Slovenia, Germany, and Italy).
Most improved in retrieving and straightforward inferencing processes
(except Italy and Hungary) and all improved in interpreting, integrating,
and evaluating processes.