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Pirls 2006 reading achievement | The Progress in International Reading Literacy Study (Pirls) is a comparative study of the reading attainment of children aged about 10, being conducted every five years. This is the second report, featuring 40 countries. DISTRIBUTION OF READING ACHIEVEMENT| Countries | Average scale score* | Mean age | | Russian Federation | 565(3.4) | 10.8 | | Hong Kong SAR | 564(2.4) | 10.0 | | Canada, Alberta | 560(2.4) | 9.9 | | Singapore | 558(2.9) | 10.4 | | Canada, British Columbia | 558(2.6) | 9.8 | | Luxembourg | 557(1.1) | 11.4 | | Canada, Ontario | 5558(2.7) | 9.8 | | Italy | 551(2.9) | 9.7 | | Hungary | 551(3.0) | 10.7 | | Sweden | 549(2.3) | 10.9 | | Germany | 548(2.2) | 10.5 | | Netherlands | 547(1.5) | 10.3 | | Belgium (Flemish) | 547(2.0) | 10.0 | | Bulgaria | 547(4.4) | 10.9 | | Denmark | 546(2.3) | 10.9 | | Canada, Nova Scotia | 542(2.2) | 10.0 | | Latvia | 541(2.3) | 11.0 | | United States | 540(3.5) | 10.1 | | England | 539 (2.6) | 10.3 | | Austria | 538(2.2) | 10.3 | | Lithuania | 537(1.6) | 10.7 | | Chinese Taipei | 535(2.0) | 10.1 | | Canada, Quebec | 533(2.8) | 10.1 | | New Zealand | 532(2.0) | 10.0 | | Slovak Republic | 531(2.8) | 10.4 | | Scotland | 527(2.8) | 9.9 | | France | 522(2.1) | 10.0 | | Slovenia | 522(2.1) | 9.9 | | Poland | 519(2.4) | 9.9 | | Spain | 513(2.5) | 9.9 | | Israel | 512(3.3) | 10.1 | | Iceland | 511 (1.3) | 9.8 | | Pirls scale average | 500 | | | Moldova, Rep. of | 500(3.0) | 10.9 | | Belgium (French) | 500(2.6) | 9.9 | | Norway | 498(2.6) | 9.8 | | Romania | 489(5.0) | 10.9 | | Georgia | 471(3.1) | 10.1 | | Macedonia, Rep. of | 442(4.1) | 10.6 | | Trinidad and Tobago | 436(4.9) | 10.1 | | Iran, Islamic Rep. of | 421(3.1) | 10.2 | | Indonesia | 405(4.1) | 10.4 | | Qatar | 353(1.1) | 9.8 | | Kuwait | 330(4.2) | 9.8 | | Morocco | 323(5.9) | 10.8 | | South Africa | 302 (5.6) | 11.9 | |
*The Pirls reading achievement scale was established in Pirls 2001 to have a mean of 500 and a standard deviation of 100. | READ THE FINDINGS
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The figure in brackets is the standard error and refers to uncertainty in estimates resulting from random fluctuations in samples. The smaller the standard error, the better the sample�s score is as an estimate of the population�s score.
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