PIRLS England Report.pdf

England's reading performance in 2016 was assessed through the Progress in International Reading Literacy Study (PIRLS), with key highlights including performance by prior reading attainment, differences by pupil characteristics, reading attitudes and motivations, and teacher and school characteristics. The report provides an overview of reading performance, including overall performance, performance in reading purposes and comprehension processes, and performance of higher and lower achieving pupils. It also examines reading performance by pupil characteristics, such as gender, age, and socioeconomic background, and by motivational aspects. Additionally, the report looks at teacher and teaching characteristics, school climate, and parental involvement policies. The study found that England's reading performance has remained relatively stable since 2001, with some fluctuations, and that there are significant differences in performance between pupils from different socioeconomic backgrounds.