Victorian students had biggest drop in literacy, reading skills due to Covid lockdowns

Year four students experienced the biggest drop in reading and literacy results across the country due to remote learning during Covid lockdowns, new test results reveal.

Victorian students experienced the biggest drop in literacy skills, according to new test results.

As a result of Covid lockdowns, Victorian students have had the biggest drop in year four reading results across the country, a new international report has found.

Students dropped 15 points between 2016 and 2021 on the prestigious Progress in International Reading and Literacy Study (PIRLS) test, which they sat after only just returning to the classroom after full lockdown.

Only 13 per cent of students in Victoria are now in the highest band of reading achievement compared to 19 per cent in 2016.

There are also now more students not meeting reading standards – 17 per cent in 2021 compared to 14 per cent in 2016.

The PIRLS results, compiled by the Australian Council for Educational Research, show Australian students have the tenth best reading results internationally, beaten by Russia and Poland but on par with Bulgaria and the Czech Republic.

The test, sat by 400,000 students from 57 countries, also showed a quarter of Australian year four students do not like reading.

Australian Catholic University’s Victorian Head of the School of Education Dr Matthew Zbaracki said remote learning “took away so many opportunities for reading and learning development”.

“There were limited opportunities for one-on-one lessons and for teachers to see and hear how individual students were reading and speaking,” he said.

The test results show girls continue to outperform boys in every state and territory, particularly in the top band of reading. The biggest gap is NSW, where girls are seven per cent ahead (19 per cent versus 12 per cent).

Victoria’s average reading score went from 560 in 2016 to 545 in 2021.

The PIRLS results also showed a decline in Australian teachers’ job satisfaction.

One in ten Australian students were taught by teachers who were less than satisfied with their profession - an eight per cent increase since 2016.

Lecturer in educational leadership at Monash University Dr Fiona Longmuir said the drop in teacher satisfaction was “very concerning”.

“It’s going to have a long term effect and consequence on our children and young people in Australia,” she said.

Dr Longmuir said Victoria should also focus on the “huge issue” of student mental health.

“It’s more of a problem now than it’s ever been before - so we need to focus on that and not just assessments,” she said.

PIRLS National Project Manager for Australia Kylie Hillman said the results also showed a drop in the number of students who say they enjoy reading.

“It’s really important that children are modelled positive and encouraging reading habits in different environments - at home, in the classroom.”

She said reading results for the same cohort of Victorian students in the most recent 2022 NAPLAN also show encouraging improvements.

“The cohort had similar results to the previous cohort of Year 5 students, so hopefully that shows a sign of recovery,” she said.

The PIRLS results also showed that children who are bullied, come from homes without books and attend disadvantaged schools all have lower reading scores.