Principal Investigator: Professor Tse Shek Kam, Faculty of Education, the University of Hong Kong
Co-Investigators: Dr Lam Wai Ip, Dr Loh Ka Yee and Dr Cheung Wai Ming, Faculty of Education, the University of Hong Kong

The Progress in International Reading Literacy Study (PIRLS) provides an objective assessment of the reading comprehension attainment of Grade Four primary school students in countries worldwide. Organised by The International Association for the Evaluation of Educational Achievement (IEA) in the USA, PIRLS assesses primary school students’ reading attainment, reading behaviour and attitudes towards literacy in some 50 countries and within-state regions globally.

Our research team of the Centre for the Advancement of Chinese Language Education and Research of the University of Hong Kong (CACLER, HKU) was commissioned by the Education Bureau of the Government of Hong Kong SAR to participate in implementing the PIRLS research in Hong Kong. The PIRLS 2016 survey presents objective evidence of Hong Kong primary school students’ reading ability and how this compares against that of students of the same age around the world. It also enables educationists, schools and the general public to monitor the reading ability of Hong Kong primary school students over the years and to evaluate the impact of factors that have influenced performance.

Using a stratified random sampling system, 139 primary schools in Hong Kong were selected to participate in the research. At least one fourth-grade class in each school was then selected at random to take part. Two separate comprehension passages in the Chinese Language were then chosen as test material: one an information-giving passage (descriptions, instructions, data and tables), and the other a literary, narrative passage (stories, poems and fables).

The Hong Kong element of the PIRLS 2016 attainment survey was conducted from March to June 2016. Students, their parents or guardians, Chinese Language teachers and school principals of the participating schools completed questionnaires that supplied information about the school the child attended, the reading syllabus and school curriculum, students and staff. The study sought to examine how students’ attitudes towards reading, their home environment, school environment and pedagogy encountered in the classroom had influenced students’ reading proficiency.

Some 139 primary schools took part in the research. The sample of Hong Kong personnel participating in the study comprised 3 533 students, 3 499 parents, 159 Chinese Language teachers and 138 school principals. Some 52% of the students were boys and 48% were girls.

The data from the tests and questionnaires in the 2016 research were compared against information gathered for the PIRLS rounds of testing for Hong Kong in 2001, 2006 and 2011.

For the results and suggestions, please visit: http://www.hku.hk/f/upload/17208/PIRLS2016_e.pdf

Please click here for the tables. 

PIRLS 2016 International Report (Hong Kong Section) Website:
http://www.cacler.hku.hk/en/research/project/pirls_2016/

For more information about the Progress in International Reading Literacy Study (PIRLS) 2016 International Report (Hong Kong Section), please contact:

Professor Tse Shek Kam
CACLER, Faculty of Education, HKU
Tel: 3917 1960    Fax: 2517 4403
Email: sktse@hku.hk

Dr Ng Hung Wai
CACLER, Faculty of Education, HKU
Tel: 3917 5694 / 3917 8294   Fax: 2517 4403
Email: rexnghw@hku.hk

Dr Lam Wai Ip Joseph
CACLER, Faculty of Education, HKU
Tel: 3917 5282    Fax: 2517 4403
Email: jwilam@hku.hk

For media enquiries, please contact Ms Emily Cheung, Senior Manager (Development and Communications), Faculty of Education, HKU (Tel: 3917 4270 / fax: 2517 0075 / email: emchy@hku.hk). Please visit http://web.edu.hku.hk/press to view the e-version of the press release and photos.