The country reported to have read books most regularly in 2017 was China, where a survey among internet users across ** countries revealed that ** percent of respondents read a book every day or most days, and ** percent read at least once a week. Conversely, just ** percent of South Korean respondents were reading books on a daily basis. Other countries with a low share of those aged 15 years or above reading daily included Belgium, Japan, the Netherlands and Mexico.

Age and reading habits

It is surprising how much age can affect reading habits, even on a global level. In Germany, more 12 to 13-year-olds read daily or several times per week than their slightly older peers. Meanwhile, in the United Kingdom, a survey showed that more teenagers and Millennials said that they would be happy without books than adults aged 34 or older. More than double the percentage of adults in Colombia aged 65 or above read a book every day than those aged between 12 and 25 years.

The number of books read over the past year in the United States was overall higher among adults aged 18 to 34 than older generations, and in Canada the share of children reading books for fun halved with the approach of teenage years. Whilst ** percent of children aged between six and eight years old were reading for pleasure multiple times per week, among ** to 17-year-olds this figure amounted to just ** percent. Meanwhile, the opposite was true of going online for fun, which increased sharply with age and replaced the activity of reading.

The two highest ranking countries when it comes to the book readers in selected countries worldwide, are Spain and Poland. ** percent of respondents from Spain as well as ** percent from Poland state that they read this type of media product. Statista Consumer Insights offer you all results of our exclusive Statista surveys, based on more than ********* interviews.

During a survey held in early 2021, it was found that 83 percent of adults aged between 18 and 29 years old had read a book in any format in the previous year, up by two percent from the share who said the same in 2019. The survey results showed that adults within this age category were more likely than older respondents to have read a book within the last twelve months.

Book readers in the U.S.

While it is mostly believed that book reading is a vanishing pastime, particularly among Millennials, surveys among consumers in the U.S. have shown the opposite. The share of book readers in the U.S. has varied from 72 percent to 79 percent between 2011 and 2016.

In regards to age of book readers in the country, a 2016 survey shows about 80 percent of respondents between the ages of 18 to 29 had read at least one book in the previous 12 months, the highest share amongst all age groups. About 73 percent of the respondents aged between 30 to 49 years old said they read at least one book in the last 12 months. The share among respondents between 50 and 64 years old stood at 70 percent, whereas 67 percent of respondents aged 65 plus stated reading book during the time measured. In terms of education level, book readers in the U.S. are more likely to have a college degree, or at least some college education – 86 percent and 81 percent respectively. Women in the U.S. read slightly more than men; 68 percent of male respondents started reading at least one book in the previous 12 months, against 77 percent of female respondents that said the same.

Despite the rise of digital platforms and the rising popularity of e-reading devices such as Kindle, Kobo and others, printed books still remain the most popular book format in the U.S., as 65 percent of Americans stated preference for printed books in 2016. E-books were consumed by 28 percent of respondents in 2016, whereas audio books were listened by 14 percent of the respondents. Millennials accounted for the largest share of printed book readers in the U.S. – 72 percent as of 2016.

The "World Literacy Rate by Country" dataset provides a detailed snapshot of literacy rates across different countries in the world. This dataset is organized into several key columns:

S.No: This column lists the serial number for each country, helping to keep the data organized and easy to reference. Country: This column names the countries included in the dataset, allowing for a clear understanding of which nation each literacy rate pertains to. Literacy rate in percentage: This column shows the literacy rate of each country, expressed as a percentage. This figure represents the proportion of the population that can read and write. Year: This column indicates the year in which the literacy rate was recorded, providing a temporal context for the data. By examining this dataset, you can gain insights into the educational progress and challenges faced by different countries in the world.

** percent of Norwegians read ** books and more during 2019, according to a survey. Most of the respondents stated to have read one to four books. ** percent of people from the Scandinavian country read no books.

Adult Literacy Rate for Male, Female, and Total Population by country for most recent year available. Year of data collection for each country is listed when known. Adult literacy rates are defined as the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life. Data Sources: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics, via World Bank DataBank; CIA World Factbook; Country shapes from Natural Earth 50M scale data.

Cross sectional data, all countries for the statistic Literacy_Rate_Adult_Total. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.Indicator Unit:The statistic is measured in Percent.Descriptive Statistics regarding the Indicator "Literacy Rate Adult Total":The number of countries with data stands at: 20 countries.The average value across those countries stands at: 92.82.The standard deviation across those countries stands at: 6.92.The lowest value stands at: 70.41, and was observed in Nigeria, which in this case constitutes the country that ranks last.The highest value stands at: 99.68, and was observed in Georgia, which in this case constitutes the country that ranks first.Looking at countries with values, the top 5 countries are:1. Georgia, actual value 99.68, actual ranking 1.2. Uruguay, actual value 98.91, actual ranking 2.3. United Arab Emirates, actual value 98.81, actual ranking 3.4. West Bank and Gaza, actual value 97.94, actual ranking 4.5. Saudi Arabia, actual value 97.93, actual ranking 5.Looking at countries with values, the bottom 5 countries are:1. Nigeria, actual value 70.41, actual ranking 20.2. Guatemala, actual value 82.11, actual ranking 19.3. Honduras, actual value 88.25, actual ranking 18.4. Cabo Verde, actual value 88.47, actual ranking 17.5. El Salvador, actual value 89.77, actual ranking 16.

Abstract

The PIRLS 2006 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 47 areas that participated in PIRLS 2006.

Geographic coverage

Nationally representative

Analysis unit

Units of analysis in the study are schools, students, parents and teachers.

Universe

PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:

"…all students enrolled in the grade that represents four years of schooling, counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade, or its national equivalent."

ISCED Level 1 corresponds to primary education or the first stage of basic education, and should mark the beginning of "systematic apprenticeship of reading, writing, and mathematics" (UNESCO, 1999). By the fourth year of Level 1, students have had 4 years of formal instruction in reading, and are in the process of becoming independent readers. In IEA studies, the above definition corresponds to what is known as the international desired target population. Each participating country was expected to define its national desired population to correspond as closely as possible to this definition (i.e., its fourth grade of primary school). In order to measure trends, it was critical that countries that participated in PIRLS 2001, the previous cycle of PIRLS, choose the same target grade for PIRLS 2006 that was used in PIRLS 2001. Information about the target grade in each country is provided in Chapter 9 of the PIRLS 2006 Technical Report.

Although countries were expected to include all students in the target grade in their definition of the population, sometimes it was not possible to include all students who fell under the definition of the international desired target population. Consequently, occasionally a country's national desired target population excluded some section of the population, based on geographic or linguistic constraints. For example, Lithuania's national desired target population included only students in Lithuanian-speaking schools, representing approximately 93 percent of the international desired population of students in the country. PIRLS participants were expected to ensure that the national defined population included at least 95 percent of the national desired population of students. Exclusions (which had to be kept to a minimum) could occur at the school level, within the sampled schools, or both. Although countries were expected to do everything possible to maximize coverage of the national desired population, school-level exclusions sometimes were necessary. Keeping within the 95 percent limit, school-level exclusions could include schools that:

• were geographically remote,
• had very few students,
• had a curriculum or structure different from the mainstream education system, or
• were specifically for students with special needs.

The difference between these school-level exclusions and those at the previous level is that these schools were included as part of the sampling frame (i.e., the list of schools to be sampled). Th ey then were eliminated on an individual basis if it was not feasible to include them in the testing.

In many education systems, students with special educational needs are included in ordinary classes. Due to this fact, another level of exclusions is necessary to reach an eff ective target population-the population of students who ultimately will be tested. These are called within-school exclusions and pertain to students who are unable to be tested for a particular reason but are part of a regular classroom. There are three types of within-school exclusions.

• Intellectually disabled students
• Functionally disabled students
• Non-native language speakers

Students eligible for within-school exclusion were identified by staff at the schools and could still be administered the test if the school did not want the student to feel out of place during the assessment (though the data from these students were not included in any analyses). Again, it was important to ensure that this population was as close to the national desired target population as possible. If combined, school-level and within-school exclusions exceeded 5 percent of the national desired target population, results were annotated in the PIRLS 2006 International Report (Mullis, Martin, Kennedy, & Foy, 2007). Target population coverage and exclusion rates are displayed for each country in Chapter 9 of the PIRLS 2006 Technical Report. Descriptions of the countries' school-level and within-school exclusions can be found in Appendix B of the PIRLS 2006 Technical Report.

Kind of data

Sample survey data [ssd]

Sampling procedure

The basic sample design used in PIRLS 2006 is known as a two-stage stratified cluster design, with the first stage consisting of a sample of schools, and the second stage consisting of a sample of intact classrooms from the target grade in the sampled schools. While all participants adopted this basic two-stage design, four countries, with approval from the PIRLS sampling consultants, added an extra sampling stage. The Russian Federation and the United States introduced a preliminary sampling stage, (first sampling regions in the case of the Russian Federation and primary sampling units consisting of metropolitan areas and counties in the case of the United States). Morocco and Singapore also added a third sampling stage; in these cases, sub-sampling students within classrooms rather than selecting intact classes.

For countries participating in PIRLS 2006, school stratification was used to enhance the precision of the survey results. Many participants employed explicit stratification, where the complete school sampling frame was divided into smaller sampling frames according to some criterion, such as region, to ensurea predetermined number of schools sampled for each stratum. For example, Austria divided its sampling frame into nine regions to ensure proportional representation by region (see Appendix B for stratification information for each country). Stratification also could be done implicitly, a procedure by which schools in a sampling frame were sorted according to a set of stratification variables prior to sampling. For example, Austria employed implicit stratification by district and school size within each regional stratum. Regardless of the other stratification variables used, all countries used implicit stratification by a measure of size (MOS) of the school.

All countries used a systematic (random start, fixed interval) probability proportional-to-size (PPS) sampling approach to sample schools. Note that when this method is combined with an implicit stratification procedure, the allocation of schools in the sample is proportional to the size of the implicit strata. Within the sampled schools, classes were sampled using a systematic random method in all countries except Morocco and Singapore, where classes were sampled with probability proportional to size, and students within classes sampled with equal probability. The PIRLS 2006 sample designs were implemented in an acceptable manner by all participants.

Sampling deviation

8 National Research Coordinators (NRCs) encountered organizational constraints in their systems that necessitated deviations from the sample design. In each case, the Statistics Canada sampling expert was consulted to ensure that the altered design remained compatible with the PIRLS standards.

These country specific deviations from sample design are detailed in Appendix B of the PIRLS 2006 Technical Report (page 231) attached as Related Material.

Mode of data collection

Face-to-face [f2f]

Research instrument

• PIRLS Background Questionnaires By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

• Student Questionnaire Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences - including instructional experiences and reading for homework, self-perceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

• Learning to Read (Home) Survey The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

• Teacher Questionnaire The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire

The two highest ranking countries when it comes to the eBook users in selected countries worldwide, are Vietnam and China. ** percent of respondents from Vietnam as well as ** percent from China state that they read this type of media product. Statista Consumer Insights offer you all results of our exclusive Statista surveys, based on more than ********* interviews.

Dataset Overview 📝

The dataset includes the following key indicators, collected for over 200 countries:

• Government Expenditure on Education (% of GDP): Shows the percentage of a country’s GDP allocated to education.
• Literacy Rate (Adult Total): Represents the percentage of the population aged 15 and above who can read and write.
• Primary Completion Rate: The percentage of children who complete their primary education within the official age group.
• Pupil-Teacher Ratio (Primary and Secondary Education): Indicates the average number of students per teacher at the primary and secondary levels.
• School Enrollment Rates (Primary, Secondary, Tertiary): Reflects the percentage of the relevant age group enrolled in schools across different education levels.

Data Source 🌐

World Bank: This dataset is compiled from the World Bank's educational database, providing reliable, updated statistics on educational progress worldwide.

Potential Use Cases 🔍 This dataset is ideal for anyone interested in:

Educational Research: Understanding how education spending and policies impact literacy, enrollment, and overall educational outcomes. Predictive Modeling: Building models to predict educational success factors, such as completion rates and literacy. Global Education Analysis: Analyzing trends in global education systems and how different countries allocate resources to education. Policy Development: Helping governments and organizations make data-driven decisions regarding educational reforms and funding.

Key Questions You Can Explore 🤔

How does government expenditure on education correlate with literacy rates and school enrollment across different regions? What are the trends in pupil-teacher ratios over time, and how do they affect educational outcomes? How do education indicators differ between low-income and high-income countries? Can we predict which countries will achieve universal primary education based on current trends?

Important Notes ⚠️ - Missing Data: Some values may be missing for certain years or countries. Consider using techniques like forward filling or interpolation when working with time series models. - Data Limitations: This dataset provides global averages and may not capture regional disparities within countries.

Vietnam VN: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 93.520 % in 2009. This records an increase from the previous number of 90.156 % for 2000. Vietnam VN: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 90.156 % from Dec 1979 (Median) to 2009, with 5 observations. The data reached an all-time high of 93.520 % in 2009 and a record low of 83.826 % in 1979. Vietnam VN: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This dataset delves into the relationships between key indicators—Gross Domestic Product (GDP), Physician Density, and Literacy Rates. Understand how economic strength, healthcare access, and education intersect on a global scale.

Columns:

**Country: ** Names of the countries in focus.

GDP (Gross Domestic Product): - Shows a country's economic output. - Indicates overall economic health and productivity. - Presented in a standardized currency or index.

Physician Density: - Reveals the number of doctors per population. - Highlights a country's healthcare accessibility. - Gives insights into medical intervention capacity.

Literacy Rate: - Reflects the percentage of the population that can read and write. - Shows educational attainment and societal development. - Influences workforce productivity and social progress.

This dataset is a user-friendly resource for anyone curious about the connections between economic, healthcare, and educational factors across different countries. Ideal for researchers, policymakers, and enthusiasts looking to grasp the global dynamics of development.

Time series data for the statistic Literacy_Rate_Adult_Total and country Jordan. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.The statistic "Literacy Rate Adult Total" stands at 94.85 percent as of 12/31/2023, the lowest value since 12/31/2011. Regarding the Five-Year-Change of the series, the current value constitutes a decrease of -0.58 percentage points compared to the value five years prior.The 5 year change in percentage points is -0.58.The Serie's long term average value is 90.74 percent. It's latest available value, on 12/31/2023, is 4.11 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1979, to it's latest available value, on 12/31/2023, is +28.05.The Serie's change in percentage points from it's maximum value, on 12/31/2012, to it's latest available value, on 12/31/2023, is -3.04.

Time series data for the statistic Literacy_Rate_Adult_Total and country Brazil. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.The statistic "Literacy Rate Adult Total" stands at 94.80 percent as of 12/31/2024, the highest value at least since 12/31/1981, the period currently displayed. Regarding the One-Year-Change of the series, the current value constitutes an increase of 0.2165 percentage points compared to the value the year prior.The 1 year change in percentage points is 0.2165.The 3 year change in percentage points is 0.0156.The 5 year change in percentage points is 0.8986.The 10 year change in percentage points is 3.07.The Serie's long term average value is 91.10 percent. It's latest available value, on 12/31/2024, is 3.70 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1980, to it's latest available value, on 12/31/2024, is +20.21.The Serie's change in percentage points from it's maximum value, on 12/31/2024, to it's latest available value, on 12/31/2024, is 0.0.

Where and when do French people read? It appears that most of people in France read at home. They were ** percent to state that they usually read in the place they live. However, a lot of respondents also read during long journeys, during a flight or in a train. Reading appears to be one of the favorite leisure activities of people in France. Books seem to have a lot of benefits. Reading is a hobby, but French people also perceive it as a way to discover and learn new things. This, might explain why the most popular reading genre in the country was DIY, leisure and lifestyle books.

Time series data for the statistic Literacy_Rate_Adult_Total and country Uruguay. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.The statistic "Literacy Rate Adult Total" stands at 98.91 percent as of 12/31/2024, the highest value since 12/31/2021. Regarding the One-Year-Change of the series, the current value constitutes an increase of 0.0429 percentage points compared to the value the year prior.The 1 year change in percentage points is 0.0429.The 5 year change in percentage points is 0.14.The 10 year change in percentage points is 0.47.The Serie's long term average value is 98.02 percent. It's latest available value, on 12/31/2024, is 0.888 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1975, to it's latest available value, on 12/31/2024, is +5.05.The Serie's change in percentage points from it's maximum value, on 12/31/2020, to it's latest available value, on 12/31/2024, is -0.0566.

Time series data for the statistic Literacy_Rate_Adult_Total and country Uzbekistan. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Time series data for the statistic Literacy_Rate_Adult_Total and country Sudan. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Time series data for the statistic Literacy_Rate_Adult_Total and country Burundi. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.The statistic "Literacy Rate Adult Total" stands at 71.41 percent as of 12/31/2020, the highest value at least since 12/31/1980, the period currently displayed. Regarding the Three-Year-Change of the series, the current value constitutes an increase of 3.03 percentage points compared to the value three years prior.The 3 year change in percentage points is 3.03.The Serie's long term average value is 54.25 percent. It's latest available value, on 12/31/2020, is 17.15 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1979, to it's latest available value, on 12/31/2020, is +48.90.The Serie's change in percentage points from it's maximum value, on 12/31/2020, to it's latest available value, on 12/31/2020, is 0.0.

Time series data for the statistic Literacy_Rate_Adult_Total and country India. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.The statistic "Literacy Rate Adult Total" stands at 81.70 percent as of 12/31/2023, the highest value at least since 12/31/1982, the period currently displayed. Regarding the One-Year-Change of the series, the current value constitutes an increase of 5.38 percentage points compared to the value the year prior.The 1 year change in percentage points is 5.38.The 3 year change in percentage points is 6.16.The 5 year change in percentage points is 8.00.The Serie's long term average value is 67.57 percent. It's latest available value, on 12/31/2023, is 14.13 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1981, to it's latest available value, on 12/31/2023, is +40.94.The Serie's change in percentage points from it's maximum value, on 12/31/2023, to it's latest available value, on 12/31/2023, is 0.0.