The Role of Standards in Curriculum Literacy
Reading opens up worlds beyond one's immediate experience. Transcending physical boundaries, it gives students access to the knowledge and wisdom of people from other times and places. It is the means of communication by which we learn to appreciate, integrate, and apply what is learned for real purposes in our homes, schools, communities, and workplaces. Regarding these IEA, conducted the Progress in International Reading Literacy Study (PIRLS); the first in a continuing five-year cycle of trend studies in monitoring reading progress internationally. PIRLS data collection took place in 2001 in 35 countries around the world. It was asserted that PIRLS provides a vehicle for countries to obtain internationally comparative data about the reading achievement of their primary school students (the fourth grade in most participating countries). It included a full range of context Questionnaires. Upon poor performance of Iranian students, several hypotheses aroused among educationists in Iran. One of them was that literacy standards in successful nations were different from ours. This paper reports on findings of a study comparing and contrasting the role of standards in literacy curriculum on the performance of countries participating in PIRLS.
Keywords: Literacy Curriculum, PIRLS, Standards
Ms Akram Tayyebi
Researcher, Research Institute for Curriculum Development and Educational Innovation, Ministry of Education