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The publication frames international dialogue around educational policies and technical evaluation procedures, using conceptual frameworks, comprehensive datasets, and rigorous analysis. 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Papanastasiou, University of Nicosia, Nicosia, Cyprus David Rutkowski, Indiana University, Bloomington, Norway Franck Salles, Ministry of National Education, Paris, France  \nAndres Sandoval-Hernandez, Department of Education, University of Bath, Bath, UK Jouni Välijärvi, Educational Research, University of Jyväskylä, Seminaarinkatu, Finland  \nHans Wagemaker, Senior Advisor to IEA, Auckland, The Netherlands Dominique Lafontaine, University of Liège, Liege, Belgium  \nThe 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.  \nIEA 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.  \nIEA’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.  \nŽaneta Džumhur • Paulína Koršňáková Sabine Meinck  \nEditors  \nDinaric Perspectiveson PIRLS 2021  \nPrerequisites and Conditions for Teaching and Learning to Read  \nEditors  \nŽaneta Džumhur IRPO  \nNovo Sarajevo  \nBosnia and Herzegovina  \nPaulína Koršňáková  \nIEA (International Association for the Evaluation of Educational Achievement) Amsterdam, The Netherlands  \nSabine Meinck   \nIEA, Hamburg  \nHamburg, Hamburg, Germany  \nISSN 2366-1631 ISSN 2366-164X (electronic)  \nIEA Research for Education  \nISBN 978-3-031-88001-8 ISBN 978-3-031-88002-5 (eBook)  \n[https://doi.org/10.1007/978-3-031-88002-5](https://doi.org/10.1007/978-3-031-88002-5)  \n© The International Association for Evaluation of Educational Achievement 2025. This book is an open access publication.  \nInternational Association for the Evaluation of Educational Achievement (IEA)  \nOpen Access This book is licensed under the terms of the Creat","cbCaiulbtVtbd6rv","https://ap.wps.com/l/cbCaiulbtVtbd6rv","pdf",6471196,233,"English","# Series Editors’ Foreword\n## IEA’s mission and comparative education research\n## Volume information and publication details\n## Editors and publication identifiers","[{\"question\":\"What is the main focus of Dinaric Perspectives on PIRLS 2021?\",\"answer\":\"It focuses on the prerequisites and conditions for teaching and learning to read, framed within educational policy and evaluation procedures.\"},{\"question\":\"What kind of evidence and analysis does the publication emphasize?\",\"answer\":\"It relies on comprehensive IEA data, structured conceptual frameworks, rigorous analysis, and peer-reviewed thematic reporting.\"},{\"question\":\"Which organizations and roles are associated with this volume?\",\"answer\":\"The volume is part of IEA Research for Education, with series editors, an editorial board, and listed editors responsible for the work.\"}]","Dinaric Perspectives on PIRLS 2021 - Volume 17 - Prerequisites and Conditions for Teaching and Learning to Read | PDF",1792053675,587]