Internationale Grundschul-Lese-Untersuchung 2016/ Progress in International Reading Literacy Study 2016

With all 16 states participating, the random sample includes approximately 4,000 fourth grade children from 210 primary and special schools. In the context of PIRLS reading literacy is understood as the ability to understand and use different types of texts, and examines the comprehension abilities (text-based and knowledge-based) and intentions with which a text is read. The reading test used in PIRLS consists of literary and informational texts. Each child works in a booklet containing of one of these type of texts followed by questions pertaining to the text. Some questions are multiple choice, while others are free-response questions.  

As in past cycles, PIRLS 2016 uses questionnaires for the participating children, parents, German teachers, and school administrators. The questionnaires are used to collect relevant information about the school and family background of the students in order to appropriately interpret performance in accordance with the diverse set of social and school environments. 
A key objective of the study is to document long-term trends in the participating education systems. Germany's participation takes place as part the overall strategy for educational monitoring in Germany as agreed upon by the KMK and BMBF.

• Dr. Heike Wendt
• Dr. phil. Anke Hußmann (geb. Walzebug)

• Martin Goy
• Dan Chen

• Prof. Dr. Albert Bremerich-Vos (Universität Duisburg-Essen)
• Prof. Dr. Eva-Maria Lankes (TU München)
• Prof. Dr. Tobias Stubbe (Georg-August-Universität Göttingen)
• Prof. Dr. Renate Valtin (Humboldt Universität zu Berlin)

IGLU 2016 results were published on 5 December 2017 at 10am.

• Download Berichtsband
• Link to the international publication page of the TIMSS & PIRLS International Study Center, Boston College

• IGLU/PIRLS 2001
• IGLU/PIRLS 2006
• IGLU/PIRLS 2011