PIRLS 2006. Assessment framework and specifications. Progress in international reading literacy study. , February 2006. 2nd Ed.

Autor/inn/en	Mullis, Ina V.S.; Kennedy, Ann M.; Martin, Michael O.; Sainsbury, Marian
Institution	International Association for the Evaluation of Educational Achievement
Titel	PIRLS 2006. Assessment framework and specifications. Progress in international reading literacy study. , February 2006. 2nd Ed.
Quelle	Chestnut Hill, Mass.: International Study Center (2006), X, 107 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 49-57
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-889938-40-8
Schlagwörter	Testkonstruktion; Schüler; Testkonstruktion; Leseverstehen; Leistungsbeurteilung; Lesekompetenz; Schuljahr 04; Primarbereich; Schüler; Leistungsbeurteilung; Schülerleistung; Lesefertigkeit; Lesekompetenz; Leseverstehen; Einflussfaktor
Abstract	Concrete information about how well their students can read provides policymakers and researchers in every country with insight into how to improve literacy and reading achievement. To help improve reading teaching and learning around the world, the IEA General Assembly approved reading literacy as an essential component of the IEA's regular cycle of core studies, which also includes mathematics and science (known as TIMSS). With PIRLS 2006, IEA's Progress in International Reading Literacy Study (PIRLS) is in its second round of assessing reading achievement for students in their fourth year of school. ... The PIRLS 2006 Assessment Framework and Specifications is intended as a blueprint for IEA's 2006 assessment of reading literacy. Adapted from the widely-accepted PIRLS 2001 framework, the 2006 framework resulted from a collaborative process involving many individuals and groups - notably the PIRLS Reading Development Group (RDG) and the National Research Coordinators (NRCs) of the more than 40 countries participating in PIRLS. All told, the framework underwent several iterations in response to the comments and interests of the PIRLS countries and the reading research community, and embodies the ideas and interests of many individuals and organizations around the world. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1