What can we learn from the What can we learn from the international PISA study about international PISA study about improving reading at age 15? improving reading at age 15?

February 2011February 2011

What is PISA?What is PISA? The Programme for International The Programme for International

Student Assessment (PISA) is an Student Assessment (PISA) is an international survey of the international survey of the educational achievement of 15-educational achievement of 15-year-olds year-olds

It is organised by the Organisation It is organised by the Organisation for Economic Cooperation and for Economic Cooperation and Development (OECD)Development (OECD)

It started in 2000 and takes place It started in 2000 and takes place every three years every three years

The 2009 survey focused on: The 2009 survey focused on: – Reading Reading skillsskills, with an emphasis , with an emphasis

on the type of texts encountered on the type of texts encountered both inside and outside of both inside and outside of school and in preparation for school and in preparation for adult life and the world of workadult life and the world of work

– Reading Reading attitudesattitudes, behaviours , behaviours and activitiesand activities

How was the information gathered?How was the information gathered?

At least 150 schools and 4500 students from each At least 150 schools and 4500 students from each of the 65 countries took part in PISA 2009 of the 65 countries took part in PISA 2009

The students took a two hour standardised The students took a two hour standardised assessment under test conditions assessment under test conditions

The same students were given half an hour to The same students were given half an hour to complete an attitudinal questionnairecomplete an attitudinal questionnaire

Standards were applied to ensure equivalence in Standards were applied to ensure equivalence in translation and countries were invited to comment translation and countries were invited to comment on the difficulty and cultural appropriateness of the on the difficulty and cultural appropriateness of the questionsquestions

Students’ Students’ performanceperformance in in reading – what reading – what does PISA does PISA tell us?tell us?

What PISA reveals about performance What PISA reveals about performance

England achieved a mean England achieved a mean score of 495 (slightly above score of 495 (slightly above the OECD mean)the OECD mean)

12 countries 12 countries significantlysignificantly outperformed England in outperformed England in readingreading

It’s interesting to note that:It’s interesting to note that:– Australia and New Zealand Australia and New Zealand

are English speakingare English speaking– Canada has a substantial Canada has a substantial

number of English speakersnumber of English speakers– Hong Kong and Singapore Hong Kong and Singapore

have strong links with the have strong links with the English education systemEnglish education system

The countries that significantly outperformed England in reading

1) Shanghai-China

2) Korea

3) Finland

4) Hong Kong-China

5) Singapore

6) Canada

7) New Zealand

8) Japan

9) Australia

10) Netherlands

11) Belgium

12) Norway

How England’s performance has How England’s performance has changed since 2006changed since 2006

Compared with 2006, Compared with 2006, EnglandEngland– achieved a slightly lower achieved a slightly lower

mean score (495 in 2009 mean score (495 in 2009 compared with 496 in 2006)compared with 496 in 2006)

– was outperformed by 12 was outperformed by 12 countries in 2009 and only 7 countries in 2009 and only 7 in 2006 in 2006

– slightly narrowed the gap slightly narrowed the gap between boys and girls and between boys and girls and low and high achieverslow and high achievers

Aspects of reading assessed by PISAAspects of reading assessed by PISAReading was assessed in Reading was assessed in relation to:relation to: the text formatthe text format

continuous text arranged in continuous text arranged in paragraphsparagraphs

non-continuous text arranged non-continuous text arranged in a non-linear format and in a non-linear format and often including tables or often including tables or diagrams diagrams

aspects of the reading process aspects of the reading process accessing and retrieving accessing and retrieving

informationinformation integrating and interpreting integrating and interpreting

textstexts reflecting on and evaluating reflecting on and evaluating

textstexts

How England performed in the different How England performed in the different aspectsaspects

2 aspects were 2 aspects were above the OECD above the OECD average average – non-continuous textsnon-continuous texts– reflect and evaluatereflect and evaluate

3 aspects were below 3 aspects were below the OECD averagethe OECD average– continuous texts continuous texts – integrate and interpretintegrate and interpret– access and retrieveaccess and retrieve

Reading aspects England’s score

OECD Average

Non continuous texts

506 493

Reflect and evaluate

504 494

Overall reading mean

495 493

Continuous texts 492 494

Integrate and interpret

491 493

Access and retrieve

491 495

Differences between the performance of boys and girls

The difference between boys’ The difference between boys’ and girls’ performance was less and girls’ performance was less than the OECD meanthan the OECD mean– girls outperformed boys by an girls outperformed boys by an

average of 25 scale points average of 25 scale points (compared with the OECD mean of (compared with the OECD mean of 39) 39)

– girls’ and boys’ performance was girls’ and boys’ performance was closest on closest on integrate and interpretintegrate and interpret (in (in line with comparison countries)line with comparison countries)

Reflect and discuss…Reflect and discuss…

How do you think your students How do you think your students might achieve in the different might achieve in the different aspects?aspects?

Would they be stronger at Would they be stronger at reflecting and evaluatingreflecting and evaluating texts texts than in than in accessing and retrievingaccessing and retrieving or or integrating and interpretingintegrating and interpreting information?information?

Why might English students Why might English students perform better on non- perform better on non- continuous texts?continuous texts?

Students’ Students’ attitudesattitudes to to reading – what reading – what does PISA tell does PISA tell us?us?

About the students’ backgrounds…About the students’ backgrounds…

Students were asked Students were asked questions about their questions about their parents’ background, parents’ background, education and possessions education and possessions in their homesin their homes

On average, students in the On average, students in the PISA sample in England had PISA sample in England had a higher socio-economic a higher socio-economic status than the average status than the average across OECD countriesacross OECD countries

Students’ attitudes to reading

41% of students said they only 41% of students said they only read when they have to read when they have to

39% of students said they do not 39% of students said they do not

read for enjoymentread for enjoyment 37% of students said they find it 37% of students said they find it

hard to finish bookshard to finish books 27% said that reading is one of 27% said that reading is one of

their favourite hobbiestheir favourite hobbies

What students readWhat students read

Magazines and newspapers Magazines and newspapers were the most commonly read were the most commonly read material (60%)material (60%)

32% of students chose to read 32% of students chose to read fiction several times a month fiction several times a month compared with 20% for non-compared with 20% for non-fiction fiction

Comic books were much less Comic books were much less popular in England than in any popular in England than in any other countryother country

What students read onlineWhat students read online 84% of students in England chatted online at least several 84% of students in England chatted online at least several

times a week compared with the OECD average of 73% times a week compared with the OECD average of 73% 76% of students in England read emails at least several 76% of students in England read emails at least several

times a week compared with the times a week compared with the

OECD average of 64%OECD average of 64% 56% of students in England 56% of students in England

searched online to find information searched online to find information

compared with the OECD average compared with the OECD average

of 51%of 51%

Students’ use of libraries Students’ use of libraries

34% of students said that they enjoy visiting a bookshop or 34% of students said that they enjoy visiting a bookshop or library compared with the OECD average of 42%library compared with the OECD average of 42%

51% of students said that they 51% of students said that they nevernever visit a library to borrow visit a library to borrow books for school work compared with the OECD average of 34% books for school work compared with the OECD average of 34%

58% of students said that they 58% of students said that they nevernever visit a library to borrow visit a library to borrow books to read for pleasure compared with the OECD average of books to read for pleasure compared with the OECD average of 48%48%

Distinctive features of pedagogyDistinctive features of pedagogy

Teachers in England were Teachers in England were moremore likely to: likely to:– ask the students to explain the meaning of a textask the students to explain the meaning of a text– give students enough time to think about their answersgive students enough time to think about their answers– encourage students to express opinions about a textencourage students to express opinions about a text– ask difficult questions that challenge students to get a better ask difficult questions that challenge students to get a better

understanding of a textunderstanding of a text– show students how the information in texts builds on what they show students how the information in texts builds on what they

already knowalready know

However, teachers in England were However, teachers in England were lessless likely to: likely to:– recommend books or authors to readrecommend books or authors to read– encourage students to relate stories to their own livesencourage students to relate stories to their own lives

What students were reading in schoolWhat students were reading in schoolStudents were Students were moremore likely to read: likely to read: PoetryPoetry Tables and graphsTables and graphs Information texts about writers and booksInformation texts about writers and books Diagrams and mapsDiagrams and maps Advertising materialAdvertising material FictionFiction

Students were Students were lessless likely to read: likely to read: Instruction manualsInstruction manuals Newspaper reports Newspaper reports Magazines Magazines

Reading activities in the classroomReading activities in the classroom

Students were more likely to:Students were more likely to:– explain the purpose of a text explain the purpose of a text

– find information from a graph, diagram or table find information from a graph, diagram or table

– explain the way characters behave in a text explain the way characters behave in a text

– explain the cause of events in a text explain the cause of events in a text

– explain the connection between different parts of a text (e.g. a written explain the connection between different parts of a text (e.g. a written part and a map) part and a map)

– describe the way the information in a table or graph is organised describe the way the information in a table or graph is organised

Students were less likely to:Students were less likely to:– learn about the life of a writer learn about the life of a writer

– learn about the place of a text in the history of literature learn about the place of a text in the history of literature

– memorise a text by heart e.g. a poem or part of a play memorise a text by heart e.g. a poem or part of a play

A key message from PISAA key message from PISA

Both internationally and in England, the time spent on Both internationally and in England, the time spent on reading connected positively to attainment in reading. reading connected positively to attainment in reading. However, enjoyment of reading was an even stronger However, enjoyment of reading was an even stronger predictor of attainment in reading.predictor of attainment in reading.

Sharing effective practice

The DfE is interested in: The DfE is interested in: understanding better how schools encourage, direct and monitor understanding better how schools encourage, direct and monitor

wider readingwider reading. . exploring the link between use of technology and extent of reading, exploring the link between use of technology and extent of reading,

especially among more able readers. Are there ways to especially among more able readers. Are there ways to harness harness technology for readingtechnology for reading? Or should we be pressing pupils to read ? Or should we be pressing pupils to read more conventional printed texts? more conventional printed texts?

We’d like to hear what you do that works, including photographs that We’d like to hear what you do that works, including photographs that

exemplify your practice. Please email your ideas to:exemplify your practice. Please email your ideas to:

research.summaries@education.gsi.gov.uk

How you can use the evidence in this How you can use the evidence in this studystudy

You might wish to use the test items and/or the You might wish to use the test items and/or the

attitudinal survey as part of your own school or attitudinal survey as part of your own school or departmental self-evaluation and to inform school departmental self-evaluation and to inform school improvement planning…improvement planning…

These items, along with the England country report, These items, along with the England country report, can be found at:can be found at:

http://www.nfer.ac.uk/research/projects/oecd-programme-for-international-student-assessment-oecd-pisa

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