A recent study into the reading literacy of Australian students found that student achievements from 2016 to 2021 remained stable in every state and territory except Victoria, where it fell 14 points.
The 2021 Progress in International Reading Literacy Study (PIRLS) measured the reading literacy of more than 400,000 students from 57 participating countries, including a sample of 5,487 Australian year 4 students from 281 primary schools across the country.
Changes in schooling in Victoria due to the COVID-19 outbreak has been cited as a cause for the decline in reading literacy, but Dr Fiona Longmuir, lecturer in educational leadership at Monash University, says the decline isn’t a cause for concern.
“We know from other data, such as NAPLAN, that Victorian students maintained their learning achievements despite the challenges they experienced during the pandemic,” says Dr Lomgmuir. “For this reason, our schools, teachers, parents and students should be commended.”
Monash University Faculty of Education, Dr Venesser Fernandes, isn’t so certain. She claims while Australian school literacy programs delivered the outcomes for most students, multiple levels of inequity still impact some.
“A more targeted approach for helping them is required,” says Dr Fernandes. “This requires long-term strategies and policies that move with the school as well as other student support networks. In other words, the mobilisation of parents, allies of parents, community organisations, sports clubs and other social networks needs to be included in a learning improvement and recovery approach.”
A drop in teacher satisfaction
Results from the PIRLS teacher questionnaires show a decline in Australian teachers’ job satisfaction. Almost half (49 per cent) of the Australian students in PIRLS 2021 were taught by teachers who were very satisfied with their profession, down from 58 per cent in 2016, while 10 per cent of students were taught by teachers who were less than satisfied with their profession – an 8-percentage point increase since 2016.
Collecting information from Australian principals, PIRLS 2021 showed 92 per cent of participating students were in schools where COVID-19 restrictions impacted normal instruction.
PIRLS National Project Manager for Australia, ACER Senior Research Fellow Kylie Hillman, has applauded Australia’s teachers for maintaining such a high average reading achievement level during such a difficult period.
“Many of the Australian teachers who participated in PIRLS 2021 had just lived through weeks and weeks of remote learning, perhaps fulfilling the roles of teacher and parent at the same time,” says Ms Hillman. “For Australian students’ average reading achievement to have held ground in such difficult circumstances is a testament to our teachers’ dedication and professionalism.”
International Comparisons
When compared to other countries on the International stage, Australia’s average reading score for 2021 was still statistically higher than the average scores of 28 other countries, including New Zealand, France and Germany.
Australia was also one of 8 countries that achieved a similar average score in 2021 compared to 2016, while 21 countries experienced a decline, and 3 countries managed to improve their average score.
80 per cent of Australian year 4 students met or exceeded the Australian proficient standard, compared to 90 per cent in the highest achieving country, Singapore, and 92 per cent in Hong Kong.
Results also showed 14 per cent of Australian year 4 students achieved the Advanced benchmark compared to 35 per cent in Singapore.
Given the obvious impact of Victoria’s lengthy lockdowns during the pandemic, it will be interesting to see the difference a few years makes when the study is repeated in the future.
