Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

中文翻译：

---

一样的情况？澳大利亚和新西兰的阅读重点

澳大利亚和新西兰从 2000 年开始参加经济合作与发展组织的国际学生评估计划。阅读素养是 2000 年国际学生评估计划的主要重点，当时两国学生普遍表现良好远高于经济合作与发展组织的平均水平。近 20 年后，在 2018 年国际学生评估计划的最新周期中，阅读素养再次成为主要关注点。学生的平均阅读成绩在这两个国家都有所下降。社会经济优势和弱势学生、土著和非土著学生以及性别之间仍然存在巨大的不平等。国际学生评估计划收集了丰富的背景信息，突出了两国面临的主要教育挑战，包括不良的纪律氛围、对阅读和学校归属感的态度下降以及欺凌行为增加。虽然两国 15 岁的孩子有相似之处，但有证据表明，中学阶段的做法存在差异，这可能对澳大利亚的年轻群体产生积极影响；这些差异也在早期阅读体验方面进行了讨论。有证据表明，中学阶段的做法正在发生分歧，这可能对澳大利亚的年轻群体产生积极影响；这些差异也在早期阅读体验方面进行了讨论。有证据表明，中学阶段的做法正在发生分歧，这可能对澳大利亚的年轻群体产生积极影响；这些差异也在早期阅读体验方面进行了讨论。