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to-go-forward-or-to-be-left-behind-a-question-raised-by-20-year-findings-of-the-pirls
8 December, 10:30 - 11:10 HKT
Closed

To Go Forward, or to Be Left Behind? A Question Raised by 20-year Findings of the PIRLS

Main Stage Presentations

Overview

The presentation aims at examining the trajectory of progress in reading achievement of Hong Kong primary four students in the past 20 years based on findings in the Progress in International Reading Literacy Study (PIRLS). Factors impacted on the trajectory will be investigated, while strengths and challenges of Hong Kong’s learning and teaching of reading will be discussed.

PIRLS is an international large-scale assessment (ILSA) designed to measure reading achievement at the fourth-grade level, as well as how the reading practices of school, teacher, family and students are related to the achievement. PIRLS is administered every five years since 2001. The current cohort is the PIRLS 2021 cycle, and the international results will be released in mid-December 2022 by the International Association for Evaluation of Educational Achievement.

Hong Kong has joined all PIRLS cycles, and was ranked 14 in PIRLS 2001. In the following four consecutive cycles of PIRLS 2006, PIRLS 2011, PIRLS 2016, Hong Kong was ranked 2nd, 1st, and 3rd respectively.

It is evident that students’ attitude towards reading is one of the factors that has the most important implication for their reading achievement. Despite no decline in reading achievement of Hong Kong primary students has been found, students of other countries and regions like Singapore has kept achieving significant improvement. To go forward, or to be left behind, is the question for Hong Kong educators.

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