第一章Pirls阅读框架说明.docx

1、第一章Pirls阅读框架说明CHAPTER 1PIRLS 2016 Reading Framework第一章2016年Pirls阅读框架说明The PIRLS 2016 Reading Framework and the instruments developed to assess this framework reflect【EAt commitment to be forward thinking and incorporate the latest approaches to measuring the reading achievement of young sin dents in

2、 their lour th year of schooling. PIRLS is based on the broad notion of what the ability to read meansa notion that includes the ability to reflect on written texts and to use these texts as tools for attaining individual and societal goals, also known as reading to doT (Stiggins, 1982). This view i

3、s increasingly relevant in todays society, where greater emphasis continues to be placed on students ability to use the information they gain fmm reading (Organisation for Economic Cooperation and Development! 1995; 1997； 2000; 2001; 20051 2010). Emphasis is shifting from demonstrating fluency and b

4、asic comprehension to demonstrating the ability to apply what is read to new situations or projects (Coulombe, Trembly, & Marchand, 2004; Smith, M ikukckx; Kibby, & Dreher, 2000; see also PIRLS 2011 Encyclopedia).2016Pirls阅读框架和使用(评估)说明落实了国际教育成就评价协会的前瞻性特点， 涵盖了最新的衡量四年级学生阅读水平的方法。 Pirls测试是基于阅读能力的广义定义， 阅

5、读能力包括反思文本，利用文本达成个人 /社会活动目标，也叫作“用阅读做事”的能力。随着学生用所读信息做事的能力日益重要， 这种视野在当今社会中的地位也日益提升， 阅读能力的重心从流利阅读/基本理解转移到在新的任务中自由利用所读。The PIRLS framework for assessing reading achievement was initially developed for the find asseiment in 2001, uiing LEA 1991 Reading Literacy Study (Elleyj 1992； 1994； Wolf, 1995) as the

6、 basis for tlie PIRLS definition of reading literacy and for establishing the aspects of reading comprehension to be assessed. Since thent the PIRLS assessment framework has been updated for each subsequent assessment cycle (Campbell, Kelly, Mullis, Martin, & Sainsbury, 2001; Mullis, Kennedy, Martin

7、 & Sainsbury 2006; Mullis Martin KennedyPirls阅读评价框架始于 2001年。基于1991年国际教育成就评价协会的阅读理解研究，pirls对阅读理解进行了定义，设置评估了阅读理解能力的几个维度。此后，每轮 Pirls测试完毕，Pirls阅读框架都会被更新。A Definition of Reading LiteracyThe PIRLS definition of reading literacy is grounded in IEjVs 1991 study, in which reading literacy was defined as the

8、ability to unders-tand and u&e those written language forms required by society and/or valued by the individual：With successive assessments this definition has been elaboratetl so that it retains its applicabil让y to readers of all and a broad range of written language forms, yet makes explicit refer

9、ence to aspects of the reading experience of young students as they become proficient readers, highlights the widespread importance of reading in school and everyday life, and acknowledges the iri 匚 rcasing variety of texts in todays technological world. Currently, the PIRLS definition of reading li

10、teracy is as follows:1991年国际教育成就评价协会对阅读理解的定义是理解并能利用书面信息的能力。随着接下来的测试评估进行后， 阅读理解的定义开始被细化，可以面向所有人群和大多数语言，详细阐述了低龄读者向熟练读者过度中能力的提升， 强化了校内阅读和日常阅读的重要性，指出了当今新兴技术井喷背景下阅读文本的多样性。 如今，Pirls对阅读能力的定义如下：Reading literacy is the ability to understand and use those written language forms required by society and/or valu

11、ed by the individuaL Readers can construct meaning from texts in a variety of forms. They read to learn, to participate in communities of readers in school and everyday life, and tor enjoyment.阅读能力是理解并利用书面信息。 读者可以以各种形式建构文本，他们阅读是为了获取信息，体验阅读乐趣，参与读书活动。This view of reading reflects numerous theories of

12、reading literacy as n constructive and interactive process (Anderson & Pearson, 1984; ChalL 1983; Kintsch, 1998; 2012; 2013; Ruddell & Unr日u, 2004; Rumelhart, 1985). Meaning is constructed through the interaction between reader and text in the context of a particular reading experience (Britt Goldma

13、n, & Rouel, 2012; Snow, 2002)* Readers are regarded as actively constructing meaning as well as knowing effective reading strategies and how to reflect on reading (Afflerbach & Cho, 2009; Langer, 2011).这种视野应和了无数关于阅读理解的建构性和交互性的理论， 读者在和文本的互动过程中积极地构建出文章意义，学习了阅读策略，以及如何反思文本。Before during and after readin

14、g, readers use a repertoire of linguistic skills, cognitive and metacognitive strategies, as well as background knowledge to construct meaning (Baker & Beall, 2009; Kintsch, 2012; 2013; Pressley & Gaskins, 2006; Rapp & van den Broek, 2005). In addition, the context of the reading situation can suppo

15、rt the construction of meaning by promoting engagement and motivation to read, but the context also can place specific demands that might not support the construction of meaning (n & Luke, 2011; Lorch, Lemarie, & Grant, 2011; Miller & Faircloth, 2009; laboada, Tonks, Wigfidd, & Guthrie, 2009).读者在阅读前

16、，阅读中和阅读后都会利用一整套语言技能， 认知和元认知策略去构建文本意义。此外，阅读语境可以增加读者阅读的代入感和阅读动机， 从而促进了文本意义的构建过程，然而，语境也可能给读者提出特殊要求，无法促进构建过程。In order to acquire knowledge of the world and themselves, readers can learn from a host of text types. Any given text type can take many forms and combinations of tbrms+ FFhese include tradition

17、al written forms, such as books, magazines, documents, and newspapers,翻 well as digital forms such as eniaiL text messaging, and Internet websites where text often is integrated with various multimedia formats (Leu, Kinzer, Coiro, & Cammack 2004; Leu, Kinzer, Coinx Castek & Hennr, 2013; Rosell & Pah

18、l, 2010; Reuda 2013).读者可以从一系列文本中获取知识， 每个文本都可能以不同方式呈现， 例如传统的书面呈现方式，书本，杂志，纪实，报纸；电子形式，如电子邮件，短信，网页，在这里，信息 以多媒体的形式被整合呈现。Discussing what they have read with different groups of individuals allows young students to construct text meaning in a variety of contexts (Almasi & Garas-York, 2009； Murphy; Wilkinso

19、n, Soter* Hennessey, & Alexander, 2009). Social interactions about reading in one or more communities of readers can be instrumental in helping young students gain an understanding and appreciation of texts (Galda & Beach, 2001;Kucer 2005), Socially constructed environments in the classroom or schoo

20、l library can give young students formal and informal opportunities to broaden their perspectives about texts and to see reading as a shared experience with their classmates and teachers (Alvermanti & Moje, 2013; Guthrie, 1996). This can be extended to communities outside of school as young students

21、 talk with their families and friends about ideas and information acquired from reading.在不同社团中讨论所读信息给读者提供了多元的构建文本的方式。 在一到两个团体中交流阅读对低龄读者理解赏析文本有着极大的促进作用， 在教室或图书馆中，以交流讨论的方式构建出的文本给低龄学生提供了正式和非正式的机会去拓展阅读体验，和共享阅读的经 验。当学生和家人朋友交流信息和观点时，这种阅读体验就已经延伸到了校外。Overview of the PIRLS Framework for Assessing Reading Ach

22、ievement纵观Pirls阅读评估框架Based on reading purposes and comprehension processes the PIRLS framework provides the foundation for the PIRLS assessment of students1 reading achievement in their fourth year of schoolings as well as for PIRLS Utera匚y, a literacy assessment that is an easier version of PIRLS,

23、and ePIRLS, which extends PTRLS to assess online reading- As shown in Exhibit 1, the PIRLS framework focuses on the two overarching purposes for reading that account for most of the reading done by young students both in and out of school： for literary experience, and to acquire and use information.

24、 In add让ion, the PIRLS assessment integrates fbur broad-based comprehension processes within each of the two purposes for reading: f（ciis on and retrieve explicitly stated infijrmation, make straightforward infertnces, interpret and integrate ideas aid information, and evaluate and critique tontent

25、and textual elements.Pirls阅读框架基于阅读目的和理解过程给四年级学生的阅读水平， Pirls文本理解（比Pirls简单一些），和在线 pirls设置了一个基本框架。如图1所示，Pirls阅读框架关注两点阅读过程中的大目标：阅读体验和获取利用信息。此外，Pirls阅读评估整合了两项大目标下的四种阅读理解过程： 关注提取具体信息， 做出直接推断，意会整合信息和观点，评估审辨文本。Exhibit 1: The PIRLS Reading Purposes and Comprehension ProcessesPurposes for ReadingLiterary Expe

26、rienceAcquire and Use InformationProcesses of ComprehensionFocus on and Retrieve Explicitly Stated In formationMake Straightforward InferencesInterpret and integrate Ideas and InformationEvaluate and Critique Content and Textual Elements图表IPirls阅读目的和理解过程阅读目的： 阅读体验 获取利用信息理解过程：关注提取具体信息 做出直接推断 意会整合信息和观

27、点 评估审辨文本It should be acknowledged, that the purposes for reading and the processes of comprehension do not function in isolation from one another or from the context in which students live and learn+阅读目的和理解过程的作用在学生的阅读中并不是孤立的。PIRLS Framework Emphases in PIRLS,PIRLS Literacy, and ePIRLSPirls阅读框架在 Pirl

28、s, Pirls读写，和Pirls在线测试中的比重txhibit 2: Percentages of the PIRLS, PIRLS Literacy, and 巳PIRLS Reading Assessments Devoted to Each Reading Purpose and Comprehensian Process20%评估审辨文本Both PIRLS and PI RLS LJtcracy devote half of the assessment passages to each af the purposes for reading, while the ePIRLS n

29、nlinc assessment focuses solely on reading to acquire and use information. The ePIRLS approach simulates websites Ironi the Internet, through which students can navigate to accomplish school-based research projects or tasks. Because PIRLS Literacy is designed for students earlier in the pro匚of learn

30、ing to read, a larger percentage of iUrns (50 percent of th? assessment) are devoted to measuring fi)u nd at io n al reading compre hertsion processes一the ability to focus on and retrieve explidlly stated information. Also, PIRLS Literacy has shorter reading passages with easier vocabulary anti synt

31、ax.Pirls和Pirls读写测试都花了半个篇幅在阅读目的测评上，而 Pirls在线只关注获取利用信息。Pirls在线类似网页，学生可以在其中寻找信息完成学校的研究型任务。 Pirls读写是为阅读早期的学生设置的， 其中大部分题目都是用来测量基础的阅读理解过程一一关注提取 具体信息；同时，Pirls在线的文章篇幅较短，词汇句法也较为简单。Purposes for Reading阅读目的Throughout the world, reading literacy is directly related to the reasons people read; broadly, these rea

32、sons include leading for pleasure and personal interest, learning, and participation in society： I he early reading of most young students centers on the first two reasons, and thus often includes reading of narrative texts that tell a story (e.g., storybooks or picture books) or informational texts that tell students about the world around them and answer questions. As young students develop their literacy abilities and arc increasingly required to read in order to learn across the curriculum, reading to acqu