Dinaric Perspectives on PIRLS 2021 - Volume 17 - Prerequisites and Conditions for Teaching and Learning to Read

Oct 15, 2026

Dinaric Perspectives on PIRLS 2021 (IEA Research for Education Volume 17) presents a data-driven, in-depth analysis on the prerequisites and conditions for teaching and learning to read. The publication frames international dialogue around educational policies and technical evaluation procedures, using conceptual frameworks, comprehensive datasets, and rigorous analysis. IEA’s long-standing comparative studies support monitoring and improvement through high-quality evidence and peer-reviewed thematic reporting across education systems worldwide.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages233

Reading Time9 h 47 min

AccessFree to download

Series Editors’ Foreword

IEA’s mission and comparative education research

Volume information and publication details

Editors and publication identifiers

IEA Research for Education 17 A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Žaneta Džumhur Paulína Koršňáková Sabine Meinck Editors Dinaric Perspectiveson PIRLS 2021 Prerequisites and Conditions for Teaching and Learning to Read IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Volume 17 Series Editors Seamus Hegarty, Chair of IEA Publications and Editorial Committee, University of Warwick, Coventry, The Netherlands Leslie Rutkowski, Indiana University, Bloomington, USA Editorial Board Members Sarah Howie, Africa Centre for Scholarship, Stellenbosch University, Stellenbosch, South Africa John Ainley, Australian Council for Educational Research, Australia, Australia Eckhard Klieme, German Institute for International Educational Research (DIPF), Frankfurt, Germany Rainer Lehmann, Humboldt University of Berlin, Berlin, Germany Fou-Lai Lin, National Taiwan Normal University, Taipei, Taiwan Marlaine Lockheed, Princeton University, New Jersey, NJ, USA Sarah Maughan, AlphaPlus Consultancy, Manchester, UK Maia Miminoshvili, Educational Policy and Research Association (EPRA), Tbilisi, Georgia Carina Omoeva, FHI 360, North Carolina, DC, USA Elena C. Papanastasiou, University of Nicosia, Nicosia, Cyprus David Rutkowski, Indiana University, Bloomington, Norway Franck Salles, Ministry of National Education, Paris, France Andres Sandoval-Hernandez, Department of Education, University of Bath, Bath, UK Jouni Välijärvi, Educational Research, University of Jyväskylä, Seminaarinkatu, Finland Hans Wagemaker, Senior Advisor to IEA, Auckland, The Netherlands Dominique Lafontaine, University of Liège, Liege, Belgium The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonproﬁt cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries ’ efforts to engage in national strategies for educational monitoring and improvement. IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide. IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth peer-reviewed thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy mattersand technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide. Žaneta Džumhur • Paulína Koršňáková Sabine Meinck Editors Dinaric Perspectiveson PIRLS 2021 Prerequisites and Conditions for Teaching and Learning to Read Editors Žaneta Džumhur IRPO Novo Sarajevo Bosnia and Herzegovina Paulína Koršňáková IEA (International Association for the Evaluation of Educational Achievement) Amsterdam, The Netherlands Sabine Meinck IEA, Hamburg Hamburg, Hamburg, Germany ISSN 2366-1631 ISSN 2366-164X (electronic) IEA Research for Education ISBN 978-3-031-88001-8 ISBN 978-3-031-88002-5 (eBook) [https://doi.org/10.1007/978-3-031-88002-5](https://doi.org/10.1007/978-3-031-88002-5) © The International Association for Evaluation of Educational Achievement 2025. This book is an open access publication. International Association for the Evaluation of Educational Achievement (IEA) Open Access This book is licensed under the terms of the Creat

FAQs

What is the main focus of Dinaric Perspectives on PIRLS 2021?

It focuses on the prerequisites and conditions for teaching and learning to read, framed within educational policy and evaluation procedures.

What kind of evidence and analysis does the publication emphasize?

It relies on comprehensive IEA data, structured conceptual frameworks, rigorous analysis, and peer-reviewed thematic reporting.

Which organizations and roles are associated with this volume?

The volume is part of IEA Research for Education, with series editors, an editorial board, and listed editors responsible for the work.

Oct 15, 2026

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