Особенности читательской деятельности выпускников российской начальной школы: углубленный анализ выполнения заданий PIRLS - 2006
This publication presents Russia results in PISA 2018. It also shows the dynamics of PISA scores in the 2000-s. The changes in different types of reading skills are presented as well as the proportion of functionally illiterate students. Besides the scores, the data that describes schools climate, including attitude to school, bullying, discipline in class, are analysed. Some issues related to the provision of schools with resources are being addressed.In addition, the social and territorial inequality of educational outcomes in Russia is described. In particular, PISA 2018 allows us to compare the results of the Moscow region and the Republic of Tatarstan with the average scores in the country. Based on the analysis, authots make basic hypothesis about possible changes in Russian education that can be associated with Russia results in PISA. At the end, the publication proposes some steps that could help to improve educational outcomes of Russian students. The publication will be interesting to a wide audience of specialists engaged in educational policy and practice, as well as to researchers of educational inequality and education quality factors.
Th e aim of the study is to explore the levels of reading literacy of Russian fi rst-year university students both in Russian and in English in a bilingual learning environment. We have developed an instrument using PISA reading literacy test in order to assess reading skills and reading literacy of students in their native and foreign languages. Th e study reveals that reading literacy levels in Russian is higher than in English, yet it reaches the highest levels of text interpretation and evaluation in neither of the languages.