Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

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Brochu, P., O'Grady, K., Scerbina, T. & Tao, Y. (2018). PIRLS/ePIRLS 2016. Canada in Context. Canadian Results from the Progress in International Reading Literacy Study. Toronto, Ottawa : CMEC.


The Progress in International Reading Literacy Study (PIRLS) is an international assessment that measures trends in reading achievement of Grade 4 students as well as the impact of policies and practices related to literacy. The study is administered every five years and is carried out by the International Association for the Evaluation of Educational Achievement (IEA), an independent cooperative of research institutions and governmental agencies. IEA was founded in 1959, with a Secretariat based in Amsterdam (the Netherlands), to conduct large-scale comparative studies on the effects of educational policies and practices around the world. IEA’s membership has now grown to over 60 countries. PIRLS is one of the regular research studies of cross-national achievement conducted by IEA, and it relies on collaboration among the research centres responsible for data collection in each country. It is overseen by IEA’s TIMSS & PIRLS International Study Center, located at Boston College in Massachusetts. PIRLS provides participating countries with unique information on how well their students can read after four years of elementary school and places this information in an internationally comparative context. Grade 4 was chosen because it represents an important transition point in students’ development, the point at which students are expected to have already learned how to read and are now using their reading skills to learn. In each participating country, the student mean age is at least 9.5 years at the time of assessment. In addition to data on reading achievement, PIRLS also collects a significant range of contextual information about home and school supports for literacy via student, home, teacher, and school questionnaires. The data from these questionnaires enable PIRLS to relate students’ achievement to curricula, instructional practices, and school environments. Since educational systems vary widely around the world, the study of their variations provides a unique opportunity to gain a deeper understanding of the effects of different policies and practices. The results obtained by PIRLS are used to improve teaching and learning methods in reading in many countries. 




Logos des universités associées au CRIFPE

Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7