Reading sources for effective self-learning for PIRLS examination preparation



Modernization of the education system of Kazakhstan mainly involves ensuring the high quality of educational services provided by educational organizations. At the same time, the effectiveness of the educational process is directly dependent on an effective professionally built management system for the results of external and internal evaluation of students' educational achievements.

The success of students' education is determined not only by national exams, but also by international comparative monitoring studies of students' educational achievements independent of the country [1].

Kazakhstan's participation in these studies implies, first of all, the modernization of the national education system in accordance with modern requirements for the quality of education. In this regard, the aspect of managing the received international assessment is strategically important [2].

The aim of the PIRLS study is to compare the level of understanding of the text by fourth graders from different countries of the world, as well as to identify differences in the teaching of reading literacy of national education systems.

The purpose of the article is to identify and recommend key reading materials and sources that will help students prepare for the PIRLS (Progress in International Reading Literature Study) exam, paying special attention to the development of reading literacy in elementary school.

The practical significance of the article lies in the use of recommended sources and strategies, students can significantly improve their reading literacy, which is crucial for the successful completion of the PIRLS exam and is a fundamental skill in all areas of study.

These recommendations can help students optimize their study time and methods, making their training more focused and effective.

The study examines various sources for self-study for effective preparation for the PIRLS exam, a key criterion for assessing reading literacy among elementary school students. The research focuses on identifying the most valuable resources and methods that students can use for self-study.

Keywords : PIRLS, self-study, reading literacy, education, learning resources, active learning, exam preparation.

Introduction

The International Reading Literacy Progress Survey (PIRLS) is an international assessment that measures the reading comprehension and literacy of fourth grade students around the world. Founded by the International Association for the Assessment of Educational Achievements (IEA), PIRLS has been held every five years since 2001.

The goal of PIRLS.

PIRLS primarily focuses on assessing students' ability to understand and interpret texts. The exam measures various aspects of reading comprehension, including information extraction, inference formation, and content assessment.

By providing comparative international data, PIRLS allows countries to compare their educational systems with world standards. This comparison helps to identify best practices and areas that require improvement in reading instruction.

The data and insights gained from PIRLS play a crucial role in shaping education policies and strategies at both the national and international levels. This helps policy makers understand the effectiveness of current literacy programs and develop targeted interventions [3].

The importance of PIRLS.

PIRLS offers valuable information about global trends in reading literacy. By evaluating students from different educational systems and cultural traditions, it provides a comprehensive picture of global literacy standards.

The extensive data collected with PIRLS is a valuable resource for researchers in the field of education. This allows for an in-depth analysis of reading literacy and its correlation with various factors, such as teaching practice, curricula and socio-economic background.

PIRLS results can inform educators and school administrators about effective literacy teaching methods. Schools and teachers can use this data to improve their learning strategies, especially reading and comprehension.

PIRLS helps to identify differences in reading literacy in different regions and demographic groups. This information is crucial for the development of targeted educational programs that meet specific needs and reduce educational inequality.

Since PIRLS is conducted periodically, it provides longitudinal data on changes and trends in reading literacy over time. This long-term perspective is vital for understanding the evolution of educational outcomes and the impact of educational reforms.

The identification of a lack of comprehensive research of effective sources for independent work, specially designed for preparation for the PIRLS (Progress in International Reading Literature Study) exam, involves the recognition of gaps in existing academic literature and educational resources. This disadvantage can be identified in several key areas:

There may be a shortage of educational materials and resources specifically designed to prepare for the PIRLS exam. Although general literacy resources are available, specific tools developed according to the PIRLS framework and content areas may be limited.

There is probably a gap in empirical research that focuses on examining the effectiveness of various self-learning strategies to prepare for PIRLS. This includes a lack of data-based understanding of which self-learning methods are most useful for improving reading literacy skills, according to PIRLS.

The lack of comprehensive guidelines or best practices for students, teachers, and parents on how to effectively use self-study to prepare for PIRLS is another potential gap. Ideally, such guides should include strategies for using existing resources, managing time, and combining independent work with other educational activities.

Given the international reach of PIRLS, there may not be enough research on how to adapt self-learning materials and strategies to cultural and linguistic diversity. This includes a lack of resources adapted for those who are not native English speakers, or for people with different levels of education.

Due to the increasing role of technology in education, there may be a gap in understanding how digital tools and online resources can be optimally used to prepare for PIRLS. This includes research on the effectiveness of educational applications, websites and digital platforms specifically designed to improve reading literacy.

Effective self-learning often requires evaluation and feedback mechanisms that may not be sufficiently represented in the context of preparing for PIRLS. Research on how students can self-evaluate and receive feedback according to the PIRLS assessment criteria is probably limited.

Finally, there may be no research on the availability of resources for self-study for various socio-economic groups. This includes understanding how students from disadvantaged backgrounds can access self-study materials and use them to prepare for PIRLS [4].

Addressing these gaps will require targeted research initiatives, the development of specific educational resources, and collaboration between educational researchers, curriculum developers, and technology experts. The goal will be to create a comprehensive set of resources and strategies that will help students around the world effectively prepare for the PIRLS exam through independent work.

Thus, PIRLS is an essential tool for assessing and understanding the reading abilities of students around the world. Its results play an important role in guiding educational policy, research and practice with the ultimate goal of improving reading literacy and the quality of education worldwide.

Research methods

1. Active reading techniques. Encouraging techniques such as commenting on texts, summarizing paragraphs, and asking questions can improve comprehension skills.
2. Regular practice tests. Regular passing of temporary practical tests helps students to get used to the exam format and improves time management skills.
3. Reading various texts. Familiarity with various types of texts (stories, articles, informational texts) improves adaptability and understanding in various subjects.
4. Methods of mental mapping and visualization. These methods help to systematize thoughts and ideas from reading materials, contributing to better memorization and understanding.
5. Enabling multimedia and interactive learning. The use of multimedia resources, such as educational games, interactive quizzes and videos, can make learning more fun and effective.

The effectiveness of these resources and methods largely depends on the individual learning style and needs of each student. The combination of traditional and digital resources combined with active learning strategies, as a rule, gives the best results. Regular practice and familiarization with various reading materials are crucial for the development of comprehensive reading skills. In addition, the participation of parents and their guidance can significantly improve the process of independent work, especially for younger students.

For optimal preparation, it is recommended that students, teachers, and parents work together to create a balanced and effective curriculum that includes these resources and methods tailored to the student's specific needs and preferences.

The main part

Preparing for the PIRLS (Progress in International Reading Literature Study) exam requires a multifaceted approach, especially when students are engaged in self-study. The following resources and methods can be very effective in helping students prepare for the PIRLS exam:

The PIRLS study is conducted in strict accordance with the instructions and rules developed by the unified coordination center for standardization of research technology in all participating countries of the project.

Each stage of the study — sampling, translation and adaptation of tools, testing and questionnaires, verification and data processing — is controlled by international experts. For example, translations of test assignments and questionnaires of respondents made within the country are sent for additional verification to international experts.

In each region, the National Coordinator coordinates with the regional education Departments the regional coordinator responsible for organizing and conducting the study. Accordingly, a School coordinator is appointed in each school selected for the study. The person conducting the testing is selected from among experienced professional teachers who do not teach in the tested class and school [5].

During the testing, international observers are present in individual educational organizations. They are appointed by the International Association for the Evaluation of Academic Achievements (IEA) from among the independent experts in the field of education of the participating country (these may be representatives of international and non-governmental organizations).

The appointed observer in Kazakhstan is required to speak Kazakh, Russian and English.

In accordance with the developed special Guidelines for conducting the study, an International Observer selects a certain number of schools for personal participation. This ensures the objectivity of the obtained results of the study.

Each school, class, parallel, student has its own international identification code (student ID), personal option number, and participation status.

In order to ensure the reliability of the received material, 1 hour before the start of testing, the School coordinator builds a closed package with materials and passes it to the Person conducting the testing.

All questions that have arisen during testing, the reasons for deviations from the technology and the research procedure are noted in a special protocol.

The accepted rules of participation in the assessment procedure are observed (to discuss answers, teacher's help is excluded, etc.).

After the end of the work, the Person conducting the testing must return to the School coordinator workbooks with the answers of the study participants and questionnaires of respondents.

Additional testing is carried out if less than 90 % of students participated in the main testing for objective reasons.

The practical part

The assessment of educational and reading achievements of the study participants is carried out in accordance with the accepted international experts in the field of assessing the quality of school education based on specific levels of students' mastery of reading skills.

These levels characterize students' learning activities of varying complexity when working with the text proposed in the study. Clear criteria of levels allow us to divide the results statistically into separate groups, the preparation of which for reading literacy can be described by tasks that characterize a certain level [6].

There are four levels in total. The highest level is determined by an international scale of 625 points. At the same time, a high level corresponds to 550 points, an average of 475 points and a low level of 400 points (Table 1 and 2).

Table 1

Reading for the purpose of acquiring a reader's literary experience

Level	Scores	Description of skills
Low	400–474	— Highlight certain parts of the text. — Use them to formulate simple conclusions.
Average	475–549	— Establish relationships between events. — Define the general idea of the text. — Identify the elements of the text structure. — Give a simple interpretation of the actions of the heroes.
Tall	550–624	— Compare and contrast the actions and feelings of the characters. — Explain their relationship. — To make an initial analysis of the features of the language tools used in the text.
Upper	625 and higher	— Understand the basic idea of the text, summarize its content. — To provide answers to the questions to the text through the interpretation of the main characteristics of the characters, their intentions and feelings. — Substantiate the answers, confirming with examples from the text.

Table 2

Reading for the purpose of mastering and using information

Level	Scores	Description of skills
Low	400–474	— Identify and reproduce the facts given in the text. — Highlight a sentence that includes the necessary information. — Use the information obtained to formulate conclusions.
Average	475–349	— Draw conclusions in accordance with the explicit information provided in the text. — Analyze various parts of the text and highlight the necessary information.
Tall	550–624	— Highlight special information in the text, given in an implicit form. — Formulate conclusions based on semantic connections between individual sentences in the text. — Present the interpretation of the text. — Define the purposes of use and individual characteristics of different types of text.
Upper	625 and higher	— Recognize and justify complex information from different parts of the text. — Evaluate and explain the significance of visual and verbal elements for understanding text messages. — Summarize the information of various texts based on materials including texts, maps, illustrations, diagrams and photographs

Verification of the completion of tasks with the choice of an answer is carried out by international experts using special WinDem software.

At the same time, tasks with open answers are checked by the National Coordinator. Assignments are reviewed by experts in accordance with the International Assignment Evaluation Guidelines developed by the IEA for National Coordinators. The manual contains both general approaches to assessing the performance of each task, and specific sample answers of students, for which a particular score is given.

The evaluation system of completed works combines qualitative and quantitative assessment. Evaluation of PIRLS is carried out on a 1000-point scale (mostly the results of countries are in the range from 300 to 700 points).

The average value is 500 points, the standard deviation is 100. A certain score is assigned for completing each task, depending on the difficulty of the task. International experts evaluate reading literacy in accordance with the scale of assessment of the quality of reading literary information texts of individual groups of reading skills.

Tasks with a choice of an answer from four suggested ones and tasks to establish a sequence of events are evaluated with one point. Tasks with a freely constructed answer — from 1 to 3 points, depending on the complexity of the task.

The Research Coding Guidelines are confidential information and are not subject to disclosure.

Discussion

The effectiveness of the selected sources for reading.

The selected reading materials closely correspond to the cognitive processes and content areas highlighted in the PIRLS assessment. This correspondence ensures that students not only prepare for the exam format, but also get acquainted with content that increases their overall

A wide range of recommended sources takes into account different interests and reading abilities, increasing accessibility for all students. This diversity is crucial for inclusivity, ensuring that every student, regardless of their education or reading level, has the opportunity to benefit [7].

Self-learning strategies.

The strategies presented are designed in such a way that they can be adapted, taking into account the individual needs of students and learning styles. This adaptability is key in addressing each student's unique challenges and strengths.

The engaging nature of strategies, especially the use of interactive diagrams and practical exercises, is likely to increase the motivation and interest of students. This is important for the formation of a positive attitude to reading and learning.

Practical application of diagrams and manuals.

Feedback from teachers suggests that diagrams and step-by-step guides are practical and useful in classrooms, contributing to a more interactive and student-centered approach to exam preparation.

The use of visual aids, such as diagrams, helps to sort out complex information on the shelves, making it more accessible to younger students. This can improve comprehension and memorization, especially in the classroom.

Problems and limitations.

Some of the challenges in implementing these strategies include different resource availability in different educational institutions and different skill levels of students, which may require additional differentiation of learning approaches.

The approach outlined in the article may have limitations in terms of the amount of resources considered. In addition, the generalizability of strategies for all educational contexts may be limited.

Directions for the future.

There is a need for further research, possibly as part of longitudinal studies, to assess the long-term impact of these strategies on student reading literacy and academic performance.

Studying the integration of digital tools and online resources can be a valuable direction for the future, especially given the increasing role of technology in education.

The strategies and resources presented in the article make a significant contribution to the development of literacy of fourth grade students, equipping them with skills beyond the PIRLS exam and creating a foundation for lifelong learning and academic success [8].

This detailed discussion not only highlights the value of the article's content for preparing for the PIRLS exam, but also highlights its broader impact on improving reading literacy among elementary school students.

Recommendations and suggestions

The diagram above shows a strategic plan specifically designed for 4th grade students preparing for the PIRLS exam. This plan is structured in stages to provide a comprehensive and effective approach to exam preparation.

Description of the strategy.

Stage 1: Understanding the exam.

Task: To learn about PIRLS, its format and content. This includes understanding the types of texts included, the nature of the questions asked, and the skills assessed.

Stage 2: Identification of key resources.

Task: Collect recommended books, articles and study materials that meet the requirements of the PIRLS exam. This involves choosing literature that improves comprehension, vocabulary, and analytical skills.

Step 3: Develop reading habits.

Task: Regularly engage in reading and practice summarizing texts. This habit not only improves reading speed and comprehension, but also helps to retain information and improves concentration.

Step 4: Practice with Samples

Task: Solve past exam papers and perform targeted reading exercises. Practice with samples introduces students to the exam format and helps them apply their reading skills in an exam-like context.

Stage 5: Review and reflection.

Objective: To regularly assess progress and identify areas for improvement. This step is crucial to track progress and ensure that all aspects of exam preparation are covered.

Step 6: Request feedback.

Task: Discuss academic performance with teachers and peers to get constructive feedback. Feedback is necessary to recognize errors, understand different points of view and make reasonable improvements.

This strategy is designed to be progressive, ensuring that students lay a solid foundation in reading and understanding before moving on to more advanced stages of preparation. It emphasizes regular practice, reflection, and the importance of feedback — all of which are key to successful learning and exam preparation.

Conclusion

In conclusion, the article «Reading sources for effective self-learning for PIRLS examination preparation» is a valuable resource for teachers, parents and, especially, fourth grade students preparing for the PIRLS exam. A detailed analysis of the exam structure, along with a curated list of reading materials and resources, provides students with the necessary tools to effectively improve their reading literacy and comprehension skills.

The inclusion of skill-specific strategies combined with practical diagrams illustrating reading levels and a step-by-step preparation guide offers a comprehensive and engaging approach to exam preparation. This approach not only helps to achieve success on the PIRLS exam, but also fosters a love of reading and learning, critical thinking and self-study skills that are necessary for academic growth and lifelong learning.

In addition, the emphasis on self-study gives students the opportunity to take responsibility for their learning process, contributing to self-motivation and discipline — qualities that go beyond the classroom and extend to all areas of personal development.

The article successfully combines theoretical knowledge with practical application, which makes it a vital guide for effective preparation for the PIRLS exam. The ideas and recommendations contained in it will undoubtedly have a lasting impact on the educational path of fourth grade students, guiding them on the path to academic success and a bright future.

References:

1. https://ru.wikipedia.org/wiki/PIRLS
2. The Ministry of Education and Science of the Republic of Kazakhstan, the National Center for Educational Statistics and Assessment. «Assessment of the quality of reading and understanding of the text by students» Astana — 2013
3. Ministry of Education and Science of the Republic of Kazakhstan, JSC «Information and Analytical Center». «PIRLS toolkit and its assessment technology» Astana 2020
4. Stiggins, R. (1982). An analysis of the dimensions of job-related reading. Reading World, 21(3), 237–247.
5. Organisation for Economic Cooperation and Development. (1995). Literacy, economy and society: Results of the first International Adult Literacy Survey. Paris, France: Author.
6. Organisation for Economic Cooperation and Development, with Statistics Canada. (2005). Learning a living: First results of the adult literacy and life skills survey. Paris, France and Ottawa, Canada: Author/Statistics Canada.
7. Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford, CA: Stanford University. Retrieved from http://purl.stanford.edu/fv751yt5934
8. Coulombe, S., Tremblay, J.-F., & Marchand, S. (2004). Literacy scores, human capital and growth across fourteen OECD countries. Ottawa, Canada: Statistics Canada.
9. «Международный научный журнал Академик» № 1 (234) 2023 г.– Reading sources for effective self-learning for PIRLS examination preparation — Astana.