Features of reading literacy of Russian primary students obtained from PIRLS results
This article discusses the features of reading literacy of Russian primary school students identified in the analysis of the results of the international comparative study PIRLS. Comparing the results of 2006 and 2011 has identified changes that have occurred in reading literacy within 5 years. Using multiple methods of data analysis contributed to the reliability of the findings. Identify strengths and weaknesses in the reading literacy of primary school students can reasonably make changes to the methodology of work on the conscious reading in primary school.
By the end of primary school children acquire all the basic literacy and numeracy skills, but proficiency level of these skills varies greatly among children. SAM (Student's Achievement Monitoring) allows us to define the students’ proficiency level accurately. This article gives a brief overview of the toolkit, and describes the results of testing in one region of the Russian Federation. It also investigates the characteristics of the educational environment, which may be associated with the students’ test results.
According to the international study of the reading literacy PIRLS, graduates of the Russian primary school are ready to study by means of texts. The PISA test shows a low level of readiness of 15-16 year old students to use texts for a wide range of tasks. In this regard, it is important to understand what happens with reading literacy at the beginning of the general school. In order to study the dynamics of reading literacy, a diagnostic technique was created. The article presents data on the reading literacy of pupils of grades 4 and 5, estimated with the help of this technique. It is shown that the year of study in the general school does not change anything in the ability of schoolchildren to understand information texts. These results show that reading texts does not contribute to the increase in the reading skills of the 5th grade students; therefore, they pose the problem of working on reading literacy in the teaching process in grades 5-6.
It is extremely important to search for the answer to the question of how to organize the educational process so that the work on reading literacy would still be effective in the ever changing social and pedagogical conditions. But it is almost impossible to do it without the feedback given by regularly conducted studies. Russia participates in the PIRLS study and Russian primary school graduates are the leaders. Besides that, it is highly important to conduct national studies that consider the specific character of the Russian approach to the development of reading literacy as a meta-subject result and allow more possibilities to detect the existing problems. The article presents the results of the primary school graduates reading literacy study in one of the regions of the Russian Federation. The study emphasizes the assessment of the ability to use the information retrieved from the text in order to solve educational and practical tasks. The results showed that in general primary school graduates successfully handle with information presented in different forms and are able to consider generalized facts or facts combined by students themselves when answering the questions. The main difficulties that students face are related to inaccurate perception of information contained in the text and incorrectness of conclusions drawn and inability to alter the existing knowledge on the ground of facts obtained after reading the text. The data obtained in the study serve as the ground for making decisions on the necessary changes in the literacy improvement methods.
The technique of acquaintance of students with the difference in the concepts of "multithreading" and "multitasking" in the form of a play is presented. There are the script, props description, the theoretical material, comments on the production.