The Compliance of Elementary Persian Language Reading Textbooks with the PIRLS 2016 Assessment Framework

In this study, a content analysis study is reported, which aimed to examine the level of attention paid to the 2016 PIRLS Reading Assessment Framework in Persian language reading textbooks. Based on the content of all the read books, the first to sixth grades of the elementary school published in 2019 were selected for analysis. In the analysis phase, each text page of the textbook was considered as a unit of analysis. The theoretical framework of the research literature related to the goal was obtained and the text of the lesson and the activities of the book were examined in terms of two literary and informational goals and four comprehension processes after modifying the framework. The findings showed that reading textbooks of the elementary school had the greatest emphasis on literary texts and the process of "information concentration and retrieval" and the least emphasis on information texts and the process of "interpretation and evaluation of language content and text-related elements".