The Progress in International Reading Literacy Study (PIRLS) is the world's largest international assessment of primary-aged students' reading comprehension. However, PIRLS has previously been found to be scarcely used for reading-related research. This systematic review aimed to investigate how PIRLS has been used as a tool for educational research and critique, utilising an existing catalogue and a further article search exploiting five digital databases. A total of 221 articles published in academic journals between January 2004 and May 2022 were analysed. Results show the changing engagement in PIRLS throughout the lifetime of the study and across different countries and research disciplines. We also discuss the findings and implications of PIRLS-related research in three of the most frequent topics of these articles; teacher characteristics and instruction practices as predictors of reading performance, socioeconomic predictors of reading performance, and critiques of the psychometric scaling approaches used in PIRLS. Avenues we believe to have untapped potential, particularly in the context of reading-related research, are also discussed.

国际阅读素养研究进展（PIRLS）是世界上最大的针对小学生阅读理解能力的国际评估。然而，此前人们发现 PIRLS 很少用于阅读相关的研究。本系统综述旨在调查如何利用 PIRLS 作为教育研究和批评的工具，利用现有目录和利用五个数字数据库的进一步文章搜索。共分析了 2004 年 1 月至 2022 年 5 月期间在学术期刊上发表的 221 篇文章。结果显示，在整个研究期间以及不同国家和研究学科中，PIRLS 的参与度不断变化。我们还在这些文章的三个最常见的主题中讨论了 PIRLS 相关研究的发现和影响；教师特征和教学实践作为阅读成绩的预测因素、阅读成绩的社会经​​济预测因素，以及对 PIRLS 中使用的心理测量量表方法的批评。还讨论了我们认为具有未开发潜力的途径，特别是在阅读相关研究的背景下。