Spanish students have significantly improved ir results in PIRLS report, moving from 513 points to 528 in last edition, equivalent of advancing one quarter. For Ministry of Education This improvement "clearly demonstrates inclusive nature of Spanish educational system". Despite improvement, Spain is more than a distance course of states at forefront of this report: Russia, Singapore and Hong Kong. The Irish, Finnish or Polish are also ahead of m and, to a lesser extent, Americans and Italians. The Spaniards are at a level equivalent to Portugal and ahead of France and 100 points away from last two of 50 systems evaluated, Egypt and South Africa.
German Dirk Hastedt, executive director of IEA, recommends that countries measure ir results by ir own evolution. "Looking at a ranking is not giving information," he said recently in a visit to Madrid, and recommending participating countries "do not focus on ratings" and do look more ir own evolution.Click on photo
José Saturnino Martínez, professor of sociology at University of La Laguna, disagrees with conclusion of ministry: "The relationship between equity in results and educational policies is not as direct as education says." "Part is due to good results of students of low social origin and we do not know what is due". Martínez, author of book Equity and Education ( Cataract, 2017), believes that PIRLS is "consistent with results of Pisa report" that showed that in Spain "children of popular classes yield more than expected and less well-off.""It's not enough to Críenentre books"
Schoolchildren in whose homes re are more than 100 books, about 25 of m children, results in PIRLS report, and thus educational performance, can improve almost 140 points at general level — equivalent of more than three courses — although in Spain that gap is It reduces up to 89 points, comparable to two courses. The children of families in which reading is a pleasure also obtain of half better results (up to 47 points of average and 33 in Spain).
The consultancy Elisa Yuste remarks, however, that a cultural scenario favorable to reading is not conditioned by number of books at home — "If se are of adornment is of no use" — but by positive attitude. "He predisposes to read that he will go to a book fair or a library, to visit an exhibition or to have gifts of his books." Yuste recalls that, although in adolescence, schoolchildren move away from literature, " basis of ir beginnings remains and allows m to have reading comprehension".
This homogeneity with socio-economic parameters implies that re is less excellence in Spanish classrooms, explains Martínez, because this is usually concentrated in most likely environments. Only 8% of Spanish children reached test advanced level of being able to interpret a complex informative text, relate it to ors and understand author's point of view. In Singapore y were 29% or in Russia 26%. And, instead, 17% of Spanish schoolchildren are positioned on lowest echelon and are not able to understand simple texts and understand ir explicit ideas. In Singapore and Russia y do not exceed 10%. Elisa Yuste, a consultant specializing in reading, is not surprised that 20% of Spaniards of nine years confidence in reading. "It's consistent with family environments." Children have been consuming many digital content, especially videos, and parents are disregarding readings as soon as y learn to read. We have to follow up. If not, y go to content that requires less effort. "Only what y read in school is not enough." Hastedt delves into Yuste's idea: "The more y motivate and teach children ir families before y are schooled, better." The data so pick it up. The general difference between those whose parents pointed out that y often spent time trying to teach ir children to read before school started is more than 100 points. In Spain, where only 1% recognized not spending time with ir baby children, differences are reduced to 23 points.