| Figures | ||
| 3.1 | Policy and other changes 1994–2000. | 44 |
| 3.2 | Distribution of an Oaxaca-Blinder statistic over repeated analyses. | 56 |
| 3.3 | Effect of the loss of observations on means. | 58 |
| 5.1 | Reading performances in developing countries participating in PIRLS Literacy 2016. | 90 |
| 5.2 | Percentage of Grade 4 learners in South Africa who can read for meaning: Past trends and possible trajectories. | 94 |
| 5.3 | Relationship between oral reading fluency (y-axis) and written comprehension (x-axis) between grades (left) and within the same grade (right). | 98 |
| 5.4 | Percentage of population by test language. | 101 |
| 6.1 | Percentage of students from economically disadvantaged areas as reported by principals. | 132 |
| 7.1 | Grade 4 learner performance by language in 2006 and 2016. | 175 |
| 7.2 | Percentage of Grade 4 learners reaching the Low International Benchmark in 2006 and 2016 by language. | 176 |
| 8.1 | Grade 4 mean scores and standard errors per PIRLS cycle in South Africa. | 199 |
| 8.2 | Mean differences between the 2016 and 2011 cycles and the 2021 and 2016 cycles. | 200 |
| 8.3 | Mean benchmark differences between the 2016 and 2011 cycles and the 2021 and 2016 cycles. | 201 |
| Tables | ||
| 1.1 | PIRLS participation timelines for South Africa in three cycles. | 9 |
| 2.1 | The PIRLS assessment framework. | 18 |
| 2.2 | Percentage students reaching the four International Benchmarks, highest and lowest performing countries, PIRLS 2016. | 31 |
| 3.1 | Key PIRLS aggregates 2006 to 2016. | 39 |
| 3.2 | Degree of between-school inequality at the primary level. | 40 |
| 3.3 | Percentage non-missing background questionnaire responses, 2016. | 50 |
| 3.4 | Descriptive statistics and regression outputs (demonstration model). | 52 |
| 3.5 | Oaxaca-Blinder decomposition outputs (demonstration model). | 53 |
| 3.6 | Coefficient and endowment statistics from repeated analyses. | 56 |
| 3.7 | Three-way breakdown of overall change. | 57 |
| Means and standard deviations. | 60 | |
| 4.1 | PIRLS achievement per cycle with coincidence or discrepancy between learners’ home language and language of the PIRLS test. | 74 |
| 4.2 | Teacher questionnaire G5 B. | 77 |
| 4.3 | Teacher questionnaire G6. | 78 |
| 4.4 | Teacher questionnaire G9. | 78 |
| 5.1 | PIRLS Literacy 2016: PIRLS international benchmarks and South Africa’s participation. | 93 |
| 5.2 | Overall Grade 4 PIRLS Literacy 2016: Comprehension above and below the Low International Benchmark. | 103 |
| 5.3 | Percentages of SA Grade 4 readers above and below the Low International Benchmark (PIRLS Literacy 2016). | 104 |
| 5.4 | Overall Grade 4 PIRLS Literacy 2016 results across languages: Percentages of readers comprehending, basic comprehending and barely comprehending. | 105 |
| 5.5 | Means of Grade 4 learners performing at different comprehension levels on narrative and information texts. | 105 |
| 5.6 | Slippage in percentage of Grade 4 learners at different comprehension categories on narrative and information texts. | 106 |
| 5.7 | Comprehension slippage: Increase in percentage of Extremely weak readers from narrative to information texts across languages. | 107 |
| 5.8 | Means of SA learners performing at different comprehension categories on easier (Process 1 & 2) and more difficult (Process 3 & 4) question types. | 108 |
| 5.9 | Percentage of SA learners performing at different comprehension categories when answering questions of varying difficulty. | 108 |
| 5.10 | Comprehension slippage: Increase in percentage of Extremely weak readers from easier (Process 1 & 2) to more difficult questions (Process 3 & 4) across languages. | 109 |
| 6.1 | PIRLS 2016 Austrian and South African performance. | 124 |
| 6.2 | PIRLS 2016 Austrian and South African performance achievement. | 126 |
| 6.3 | Scale score means for Reading instruction for basic reading comprehension, Reading instruction for advanced reading comprehension, and Reading instruction for interpretation and reflection. | 131 |
| 6.4 | Regression results for Retrieve and straightforward reading. | 133 |
| 6.5 | Regression results for Interpret and integrate reading. | 135 |
| 6.6 | PCA results for selected teacher questionnaire items that relate to classroom reading instruction—pooled data. | 142 |
| 6.7 | Procedures for creating composite score scales—pooled data. | 144 |
| 6.8 | PCA results for selected teacher questionnaire items that relate to classroom reading instruction—South African data only. | 146 |
| Procedures for creating composite score scales—South African and Austrian data separately. | 149 | |
| 7.1 | Foundation Phase languages by LoLT and home language. | 156 |
| 7.2 | Language of assessment by province, PIRLS 2006. | 166 |
| 7.3 | Changes in the language of assessment in schools between 2006 and 2016. | 167 |
| 7.4 | Home language and LoLT match, 2016. | 168 |
| 7.5 | Sample count and percent learners in monolingual and multilingual classes by province, 2016. | 170 |
| 7.6 | Language of assessment by province, PIRLS 2016. | 171 |
| 7.7 | LoLT matches by home asset ownership quintile, 2016. | 172 |
| 7.8 | Reading outcomes by language, SES and province, 2016. | 173 |
| 7.9 | Fraction of each quintile reaching the PIRLS LIB (400) in 2006 and 2016. | 177 |
| 8.1 | Mean score per cycle and language with standard errors. | 200 |
于Tracking Changes in South African Reading Literacy Achievement
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Surette van Staden
Surette van Staden
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Celeste Combrinck
Celeste Combrinck
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