The PIRLS Assessment Framework: Implications for Teacher Education

Nick Taylor

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Chapter 2 The PIRLS Assessment Framework

Implications for Teacher Education

In: Tracking Changes in South African Reading Literacy Achievement

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Nick Taylor

Nick Taylor
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Type:: Chapter

Pages:: 17–35

DOI:: https://doi.org/10.1163/9789004687011_002

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Abstract

The purposes of this chapter are two-fold. First, to unpack the PIRLS Assessment Framework (hereafter the PIRLS framework) in terms of the reading literacy processes it defines and assesses at four levels of cognitive complexity. Second, to consider what it would mean for primary school teachers to be suitably equipped to nurture their charges through the four types of comprehension processes in each of two purposes for reading (information and literary experience). Data from South Africa illustrate the main points of the argument, but the conclusions for reading pedagogy and teacher education apply generally in the developing and developed worlds alike.

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Tracking Changes in South African Reading Literacy Achievement

A Developing Context Perspective

E-Book ISBN:: 9789004687011

Publisher:: Brill

Print Publication Date:: 28 Aug 2023

Subjects
- African Studies
  - General
- Education
  - General
  - Language Education

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Chapter 2 The PIRLS Assessment Framework

Implications for Teacher Education

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Tracking Changes in South African Reading Literacy Achievement

A Developing Context Perspective

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