This report from the International Association for the Evaluation of Educational Achievement and the TIMSS PIRLS International Study Center at Boston College presents data from 9-10 year-old pupils in 34 countries who took both the TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) assessments in 2011. Home environment information was also available because the PIRLS assessment includes a parent questionnaire. In total over 180,000 children, 170,000 parents, 14,000 teachers, and 6,000 school leaders participated in these two studies worldwide.
According to the authors, their analyses of the data suggest that, across countries, there are a number of school and home factors that can positively affect achievement in reading, mathematics, and science at the Year 5 level. For example, they say that when parents engage children in early literacy activities, it can help children develop both literacy and numeracy skills. The early literacy activities they mention include reading books, telling stories, singing songs, playing with alphabet toys, talking about things you’ve done or have read, playing word games, writing letters or words, and reading aloud signs and labels.
Source: TIMSS and PIRLS 2011: Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning (2013), TIMSS PIRLS International Study Center.