The role of bilingualism and personal variables in reading literacy performance of bilingual students based on the PIRLS study (2001)

Today, bilingualism and multilingualism are a global phenomenon and almost rarely, a country can be found in which at least population of its small part does not speak two or more languages. Bilingualism or multilingualism is one of the crucial problems of educational system that has created numerous challenges in formal education especially in the early years. The main purpose of the training curriculum is noticing reinforcing and training skills of listening, reading, speaking and writing. Among the language skills, reading skill is one of the most important learning needs of students in their today life and perhaps the most important skill among school skills. Progress International Reading Literacy Study (PIRLS) is an initiative program for assessing reading ability of children in fourth grade which has been measured reading process every five years. The aim of the present study is to investigate the role of bilingualism and individual variables on bilingual students' reading literacy performance based on the PIRLS study (2001). Structural equation model is used for research data analysis. Results from this model indicated that the direct impact of two hybrid languages ​​at home and school variable has significant effect on reading literacy performance statistically. Also, direct effect of other personal variables on reading literacy performance of students was also significant.