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Components
PIRLS assesses four broad-based comprehension processes within each of 
the two purposes for reading: focus on and retrieve explicitly stated information; make 
straightforward inferences, interpret and integrate ideas and information; and evaluate and 
critique content and textual elements. Also, PIRLS focuses on three aspects of reading literacy: 
purposes for reading; processes of comprehension; and student reading behaviors and 
attitudes. The first two aspects are measured through the PIRLS assessment component, 
which is administered to each participating student. The third dimension, reading behaviors 
and attitudes, is measured through a separate component of background questionnaires. In 
2016, the PIRLS administration included the PIRLS assessment as well as ePIRLS, an 
assessment of online informational reading. [2] PIRLS 2021 will present a new digital web-
based delivery system called digitalPIRLS. digitalPIRLS will be offered so countries can take 

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advantage of a full computer-based assessment. The digitalPIRLS assessments will include the 
ePIRLS assessment of online reading initiated in 2016. With digitalPIRLS, countries will 
experience greater operational efficiency in translation and translation verification, data 
entry, and scoring, without the need for printing or shipping. Digital PIRLS will be offered as a 
web-based system via school-based or IEA web servers, or a USB drive connected locally to a 
PC with the Windows Operating System. As an alternative to digitalPIRLS, countries may 
administer PIRLS 2021 in paper format. ePIRLS is available in 2021 only in conjunction with 
digitalPIRLS. For more information on digitalPIRLS, please visit the IEA website at 
https://www.iea.nl/. [3] 
Source versions of all instruments (assessment booklets, the ePIRLS assessment, 
questionnaires, and manuals) were prepared in English and translated into the primary 
language or languages of instruction in each education system. In addition, it was sometimes 
necessary to adapt the instrument for cultural purposes, even in countries that use English as 
the primary language of instruction. All adaptations were reviewed and approved by the 
International Study Center to ensure they did not change the substance or intent of the 
question or answer choices. The first aspect of the assessment component that is targeted by 
PIRLS is purposes of reading. The purposes of reading component encompass the two main 
reasons why young students read printed materials: for literary experience and for the 
acquisition and use of information. To measure the ability of students to read for literary 
experience, fictional texts are used; to measure students’ skills for acquiring and using 
information, nonfictional texts are used.[3] In 2016, literary experience and acquiring and 
using information each made up 50 percent of this aspect of the PIRLS reading assessment. 
The second aspect of the PIRLS assessment component is processes of comprehension, which 
describes how young readers interpret and make sense of text. In 2016, this aspect was 
composed of four categories: focusing on and retrieving explicitly stated information (20 
percent), making straightforward inferences (30 percent), interpreting and integrating ideas 
and information (30 percent) and evaluating and critiquing content and textual elements (20 
percent).
Both PIRLS and PIRLS Literacy devote half of the assessment passages to each of the 
purposes for reading, while the ePIRLS online assessment focuses solely on reading to acquire 
and use information. The ePIRLS approach simulates websites from the Internet, through 
which students can navigate to accomplish school-based research projects or tasks. Because 
PIRLS Literacy is designed for students earlier in the process of learning to read, a larger 
percentage of items (50 percent of the assessment) is devoted to measuring foundational 
reading comprehension processes
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the ability to focus on and retrieve explicitly stated 
information. Also, PIRLS Literacy has shorter reading passages with easier vocabulary and 
syntax. The second component, background questionnaires, collects information on reading 
behaviors and attitudes (the third aspect of reading literacy targeted by PIRLS), and helps to 
provide a context for the performance scores. These questionnaires focus on such topics as 
students’ attitudes and beliefs about learning, their habits and homework, and their lives both 
in and outside of school; teachers’ attitudes and beliefs about teaching and learning, teaching 
assignments, class size and organization, instructional practices, and participation in 
professional development activities; and principals’ viewpoints on policy and budget 
responsibilities, curriculum and instruction issues, and student behavior, as well as 
descriptions of the organization of schools and courses. [4]