OECD Programme for International Student Assessment (PISA)

Reading literacy

Reading literacy in PISA is defined as:

an individual’s capacity to understanding, use and reflect on and engage with written texts, in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in society. (OECD, 2009, p.14)

Reading literacy is much more than decoding written words and comprehending the literal content of those words. It includes understanding texts at a general level, interpreting them, reflecting on their content and form in relation to the reader’s own knowledge of the world, and arguing a point of view in relation to what has been read. This definition of reading literacy incorporates the PISA emphasis on acquiring skills that will be relevant throughout life.

The assessment of reading literacy focuses on three areas: text format; reading processes; and the situation for which the text was constructed. PISA makes the distinction between two types of text format: continuous texts, which are organised in sentences and paragraphs, and non-continuous texts, which present information in, for example, charts and graphs, forms and information sheets.

In 2000, when reading literacy was the major domain, three reading literacy subscales were created and used for reporting reading proficiency (retrieving information; interpreting texts; and reflection and evaluation). For the purposes of the PISA assessment, ‘situation’ relates to the general category of text based on the author’s intended use. There are four situations used in PISA: reading for private use (personal); reading for public use; reading for work (occupational); and reading for education.

In PISA, reading literacy is assessed in relation to the:

Text format: Often students’ reading assessments have focused on continuous texts or prose organised in sentences and paragraphs. From its inception, PISA has used in addition non-continuous texts that present information in other ways, such as in lists, forms, graphs, or diagrams. It has also distinguished between a range of prose forms, such as narration, exposition and argumentation. In PISA 2009, the framework encompasses both print and electronic texts, and the distinctions outlined above are applied to both. These distinctions are based on the principle that individuals will encounter a range of written material in their civic and work-related adult life (e.g. application forms, advertisements).
Reading processes (aspects): Students are not assessed on the most basic reading skills, as it is assumed that most 15-year-old students will have acquired these. Rather, they are expected to demonstrate their proficiency in accessing and retrieving information, forming a broad general understanding of the text, interpreting it, reflecting on its contents and reflecting on its form and features.
Situations: These are defined by the use for which the text was constructed. For example, a novel, personal letter or biography is written for people’s personal use; official documents or announcements for public use; a manual or report for occupational use; and a textbook or worksheet for educational use. Since some groups may perform better in one reading situation than in another, it is desirable to include a range of types of reading in the assessment items.

Reading Literacy in PISA 2006

Reading Literacy in PISA 2003

Download the national Australian report from the reports page.