There is a gender gap in the global literacy rate. Although literacy rates have generally increased worldwide for both men and women, men are on average more literate than women. As of 2023, about 90.6 percent of men and a little less than 84.1 percent of women worldwide were literate. Adult literacy rate is defined as the percentage of people aged 15 years and above who can both read and write with understanding a short, simple statement about their everyday life. Youth literacy rate Not only does the literacy gender gap concern adults, it also exists among the world’s younger generations aged 15 to 24. Despite an overall increase in literacy, young men are still more literate than young women. In fact, the global youth literacy rate as gender parity index was 0.98 as of 2023, indicating that young women are not yet as literate as young men. Gender pay gap Gender gaps occur in many different spheres of global society. One such issue concerns salary gender gaps in professional life. Regarding the controlled gender pay gap, which measures the median salary for men and women with the same job and qualifications, women still earned less than men as of 2024. The difference was even bigger when measuring the median salary for all men and women. However, not everyone worries about gender pay gaps. According to a survey from 2021, 54 percent of the female respondents deemed the gender pay gap a real problem, compared to 45 percent of the male respondents.

The Progress in International Reading Literacy Study, 2011 (PIRLS 2011), is part of the Progress in International Reading Literacy Study (PIRLS) program. PIRLS 2011 (https://nces.ed.gov/surveys/pirls/) is a cross-sectional study that provides international comparative information of the reading literacy of fourth-grade students and examines factors that may be associated with the acquisition of reading literacy in young students. The study was conducted using questionnaires and direct assessments of fourth-grade students. In the United States a total of 370 schools and 12,726 fourth-grade students participated in 2011. The final weighted student response rate was 96 percent and the final weighted school response rate was 85 percent. The overall weighted response rate was 81 percent. Key statistics produced from PIRLS 2011 are how well fourth-grade students read, how students in one country compare with students in another country, how much fourth-grade students value and enjoy reading, and internationally, how the reading habits and attitudes of students vary.

According to a survey conducted in Taiwan in December 2023 and January 2024, about ** percent of female respondents had read books in the past year, slightly higher than their male counterparts. Overall, the reading rate in Taiwan stood at ** percent.

The percentage of 11th grade Iowa students tested who met standard reading score metric associated with the grade and content.

The percentage of 8th grade Iowa students tested who met standard reading score metric associated with the grade and content.

The percentage of 4th grade Iowa students tested who met standard reading score metric associated with the grade and content.

Graph and download economic data for Literacy Rate, Adult Total for Small States (SEADTLITRZSSST) from 1987 to 2023 about literacy, adult, and rate.

This dataset tracks annual distribution of students across grade levels in Reading High School

United States - Literacy Rate, Adult Total for Other Small States was 86.25975 % of People Ages 15 and Above in January of 2023, according to the United States Federal Reserve. Historically, United States - Literacy Rate, Adult Total for Other Small States reached a record high of 86.25975 in January of 2023 and a record low of 71.82288 in January of 1983. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Literacy Rate, Adult Total for Other Small States - last updated from the United States Federal Reserve on July of 2025.

The average for 2021 based on 58 countries was 94.32 percent. The highest value was in Romania: 100 percent and the lowest value was in Burkina Faso: 66.65 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

We created a dataset involving 57 students from Diyarbakır Kokulupinar primary school in Turkey. The Social and Human Sciences Research Ethics Committee, Firat University, Turkey approved the study. The classroom teacher, who voluntarily supported the study, identified fifty-eight students at their school who they considered to have good, average, and poor reading skills. The parents of these students were contacted about the study by the study investigators via telephone, to explain the study and obtain permission. The voluntary nature of the study was explained. All parents agreed to their child's participation, although one parent subsequently asked to withdraw his child from the study. The study included 28 female and 29 male students, whose ages varied between 8 and 11 (the average age is 10.15). The reading levels and genders of the students are given below.

Details of the collected dataset. Reading Level Female Male Total Bad 3 15 18 Good 14 5 19 Intermediate 11 9 20 Grand Total 28 29 57

The study population has been tabulated in Table 1, and a fixed/standard paragraph was used to detect the reading level of the participants. A standard reading text is given in Appendix. Moreover, the teachers of these students made labeling and we validated these labels according to their reading points. We got permission from parents (we called the participants' parents and gave information about this scientific research). The collected speech files were split into separate files for each sentence. While naming the resulting files, sequential and underscore character distinction was used in the form of reading level, person ID, and file ID. The audio files were listened by three different teachers independently, blinded to each child's name. Each sentence was labeled according to the reading level. Some students read some sentences well and others poorly. For this reason, the numbers in each class differed according to the reading level. The number of observations is shown below.

Number of observations by reading levels. Reading Level Observation Bad 402 Intermediate/Moderate 460 Good 437 Total 1299

In order to use the dataset here, the following article must be cited. - Abed, R.Q., Dikmen, M., Aydemir, E. et al. Automated reading level classification model based on improved orbital pattern. Multimed Tools Appl (2023). https://doi.org/10.1007/s11042-023-17535-8

Historical chart and dataset showing Russia literacy rate by year from 1989 to 2021.

Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 78.230 % in 2020. This records an increase from the previous number of 77.071 % for 2018. Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 70.985 % from Dec 1976 (Median) to 2020, with 6 observations. The data reached an all-time high of 78.230 % in 2020 and a record low of 41.216 % in 1976. Cameroon CM: 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 Cameroon – Table CM.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

According to a survey conducted in Taiwan in December 2023 and January 2024, the reading rate was the highest among those aged between 30 to 39 years at ** percent. Overall, about ** percent of the survey respondents had read books in the past year.

Graph and download economic data for Literacy Rate, Adult Total for Least Developed Countries (SEADTLITRZSLDC) from 1981 to 2023 about literacy, adult, and rate.

Russia: Literacy rate: The latest value from 2021 is 100 percent, unchanged from 100 percent in 2010. In comparison, the world average is 86.53 percent, based on data from 48 countries. Historically, the average for Russia from 1989 to 2021 is 99.25 percent. The minimum value, 98 percent, was reached in 1989 while the maximum of 100 percent was recorded in 2010.

Iraq IQ: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 43.683 % in 2013. This records a decrease from the previous number of 74.052 % for 2000. Iraq IQ: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 58.868 % from Dec 2000 (Median) to 2013, with 2 observations. The data reached an all-time high of 74.052 % in 2000 and a record low of 43.683 % in 2013. Iraq IQ: 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 Iraq – Table IQ.World Bank: 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).

Mexico literacy rate for 2020 was 95.00%, a 0% increase from 2018.

<ul style='margin-top:20px;'>

<li>Mexico literacy rate for 2018 was <strong>95.00%</strong>, a <strong>0% increase</strong> from 2017.</li>
<li>Mexico literacy rate for 2017 was <strong>95.00%</strong>, a <strong>0% increase</strong> from 2016.</li>
<li>Mexico literacy rate for 2016 was <strong>95.00%</strong>, a <strong>1% increase</strong> from 2015.</li>
</ul>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.

Abstract

The PIRLS 2011 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 57 areas that participated

Geographic coverage

The survey had international coverage

Analysis unit

Individuals and institutions

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."

As a new initiative in 2011, prePIRLS was developed as a less difficult version of PIRLS to provide more assessment options for developing countries where students may not be prepared for the demands of PIRLS. prePIRLS is based on the same view of reading comprehension as PIRLS but is designed to assess basic reading skills that are a prerequisite for success on PIRLS. Botswana, Colombia, and South Africa administered prePIRLS to their fourth grade students. Colombia also administered PIRLS to the same fourth grade students, providing the basis for a link between the PIRLS and prePIRLS scales.

Kind of data

Sample survey data

Sampling procedure

The basic sample design used in PIRLS 2011 was 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. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because PIRLS pays particular attention to students’ curricular and instructional experiences.

Each country participating in PIRLS 2011 needed a plan for defining its national target population and applying the TIMSS and PIRLS sampling methods to achieve a nationally representative sample of schools and students. The development and implementation of the national sampling plan is a collaborative exercise involving the country’s National Research Coordinator (NRC) and the PIRLS sampling experts.

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, selfperceptions 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 asks teachers about characteristics of the class tested (such as size, reading levels of the students, and the language abilities of the students). It also asks about instructional time, materials and activities for teaching reading and promoting the development of their students’ reading literacy, and the grouping of students for reading instruction. Questions about classroom resources, assessment practices, and home-school connections also are included. The questionnaire also asks teachers for their views on opportunities for professional development and collaboration with other teachers, and for information about their education and training.

School Questionnaire The principal of each school sampled for PIRLS responds to the school questionnaire. It asks school principals about enrollment and school characteristics (such as where the school is located, resources available in the surrounding area, and indicators of the socioeconomic background of the student body), characteristics of reading education in the school, instructional time, school resources (such as the availability of instructional materials and staff), home-school connections, and the school climate.

Response rate

For a full table of school participation rates, which vary by country, please see Appendix C on page 262 of the PIRLS 2011 Report.

Brazil: Literacy rate: The latest value from 2022 is 94.69 percent, an increase from 93 percent in 2018. In comparison, the world average is 80.97 percent, based on data from 54 countries. Historically, the average for Brazil from 1980 to 2022 is 90.04 percent. The minimum value, 75 percent, was reached in 1980 while the maximum of 94.69 percent was recorded in 2022.