Children’s reading competence and well-being in the EU

  European Commission (EC)

  06/2023

 

This report assesses the results of the Progress in International Reading Literacy Study (PIRLS) 2021 in an EU perspective. PIRLS measures and compares reading literacy achievement among fourth-grade students (typically aged between 9 and 11) across different countries. In addition to measuring reading literacy, the study collects data on various contextual factors that may influence reading achievement. While interpreting PIRLS 2021 results requires some caution due to the Covid-19 pandemic, the report shows that none of the participating EU education systems improved its performance between 2016 and 2021 and most of them experienced a significant decline. Gender gaps persist and socioeconomic status is a strong predictor of reading competence. Child well-being at school is associated with PIRLS performance, but the spread of bullying and unhealthy situations gives room for concern. Addressing declining reading competence and threats to child well-being requires coordinated policy action to ensure the school success of all children.

1. How do primary school children perform in reading?

1.1 Reading performance has worsened across EU education systems

1.2 Low achievement is on the rise, while top performance is declining

1.3 Girls perform better than boys

1.4 Socioeconomic status is a strong predictor of reading performance

2. Child well-being at school and reading performance: a strong association

2.1 Most children feel they belong at school

2.2 Bullying is widespread

2.3 A sizeable proportion of children arrive tired or hungry at school .

3. What measures can improve reading competence and child well-being at school?

https://op.europa.eu/en/publication-detail/-/publication/c98299a3-1171-11ee-b12e-01aa75ed71a1