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.

The Progress in International Reading Literacy Study, 2001 (PIRLS 2001), is a study that in the Progress in International Reading Literacy Study (PIRLS) program. PIRLS 2001 (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 174 schools were sampled and 3,763 fourth-grade students were tested. The final weighted student response rate was 96 percent and the final weighted school response rate was 86 percent. The overall weighted response rate was 83 percent. Key statistics produced from PIRLS 2001 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.

The Pakistan Reading Project (PRP) is a $165 million, seven-year initiative launched in July 2013 that aims to improve the quality of early grade reading instruction for 1.3 million public and private primary school students across Pakistan. The PRP implements activities through three main components: (1) improved classroom learning environment for reading, (2) improved policies and systems for reading, and (3) community-based support for reading.

The Program for the International Assessment of Adult Competencies, 2011-12 (PIAAC:12), is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program. PIAAC:12 (https://nces.ed.gov/surveys/piaac/) is a cross-sectional survey that is designed to assess and compare the basic skills and the broad range of competencies of adults around the world. The assessment focuses on cognitive and workplace skills needed for successful participation in 21st-century society and the global economy. The study was conducted using paper-and-pencil and computer-administered direct assessments of adults' literacy, numeracy, component skills, problem solving in technology-rich environments and in-person interviews of background questionnaire. PIAAC achieved a 70 percent response rate. Key statistics produced from PIAAC:12 are information on relationships between individuals' educational background, workplace experiences and skills, occupational attainment, use of information and communications technology, and cognitive skills in the areas of literacy, numeracy, and problem solving.