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Galina Tsukerman , Galina Kovaleva1, Viktoriya Baranova 2
  • 1 National Research University Higher School of Economics, 20 Myasnitskaya Str., Moscow, 101000, Russian Federation
  • 2 Center for Assessment of Education Quality, Institute for Strategy of Education Development, Russian Academy of Education, 5/16 Makarenko Str., 105062 Moscow, Russian Federation

Reading Literacy of Russian Fourth-Graders: Lessons from PIRLS‑2016

2018. No. 1. P. 58–78 [issue contents]
Galina Zuckerman - Doctor of Sciences in Psychology, Leading Researcher at the Psychological Institute, Russian Academy of Education. Address: 2 Mokhovaya Str., 125009 Moscow, Russian Federation. E-mail: galina.zuckerman@gmail.com

Galina Kovaleva - Candidate of Sciences in Pedagogy, Head of the Center for Assessment of Education Quality, Institute for Strategy of Education Development, Russian Academy of Education. Address: 5/16 Makarenko Str., 105062 Moscow, Russian Federation. E-mail: galina_kovaleva_rao@mail.ru

Viktoriya Baranova - Researcher at the Center for Assessment of Education Quality, Institute for Strategy of Education Development, Russian Academy of Education. Address: 5/16 Makarenko Str., 105062 Moscow, Russian Federation. E-mail: vikjur@mail.ru

Among the key concepts of the Progress in International Reading Literacy Study (PIRLS), reading comprehension processes are identified as the most operational, because they can serve as a basis for new teaching practices and new tools to assess academic achievements. The concept of reading processes, which is the focus of this article, has one more advantage: reading processes are defined in the PIRLS terms as universal and good for understanding both literary and informational texts. The PIRLS‑2016 test demonstrated that the reading literacy of Russian fourth-graders was far superior to that of their peers from fifty other countries. An item-by-item comparison of Russian fourth-graders’ answers to the test questions with the average PIRLS‑2016 results proves that Russian primary school graduates can interpret and integrate ideas and information extracted from a text much better than they can retrieve explicitly stated information from the same text. Determining the strongest and relatively weak points in the reading comprehension processes of Russian fourth-graders’ is required in order to unleash the educational resources that are not currently used and consequently to improve reading literacy at every stage of education.
Citation: Zuckerman G., Kovaleva G., Baranova V. (2018) Chitatel'skie umeniya rossiyskikh chetveroklassnikov: uroki PIRLS‑2016 [Reading Literacy of Russian Fourth-Graders: Lessons from PIRLS‑2016]. Voprosy obrazovaniya / Educational Studies Moscow, no1, pp. 58-78.
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