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PIAAC-Longitudinal (PIAAC-L) 2014 (English Version)

General Information:

*Note: The items were tested in German. These are English translations of the original German wordings. The translations do not correspond exactly to the formulations in the English PIAAC source questionnaire.*

Introduction:

The following is about assessing your own reading skills. Reading is the ability to understand written text in the form of sentences and paragraphs.
[Im Folgenden geht es darum, dass Sie Ihre eigene Lesekompetenz einschätzen. Lesen ist die Fähigkeit, geschriebenen Text in Form von Sätzen und Abschnitten zu verstehen.]

Question Text:

I will now read to you various reading activities. For each of these activities, please tell me how well you can perform them. Think about your experiences from your job and everyday life.
Please give me your answers using this list.
[Ich lese Ihnen jetzt verschiedene Lesetätigkeiten vor. Bitte sagen Sie mir für jede dieser Tätigkeiten, wie gut Sie diese durchführen können. Denken Sie dabei an Ihre Erfahrungen aus Beruf und Alltag.
Bitte geben Sie mir Ihre Antworten anhand dieser Liste.]

Instruction:

(CI: Show list 1!) [(TL: Liste 1 vorlegen!)]

Answer Categories:

I cannot [Kann ich nicht]
I can, but with great difficulty [Kann ich, aber mit großen Schwierigkeiten]
I can, but with certain difficulties [Kann ich, aber mit gewissen Schwierigkeiten]
I can without problems [Kann ich problemlos]
In the first question, items c) and e) were tested systematically. There were no questions, comments or spontaneous remarks on the introductory text either by the test persons or by the cognitive interviewers, so that it can be assumed that the introduction is understood by the test persons.

Among the spontaneous comments of the test persons there are four comments that refer to the scale. Two test persons express problems with the values "without problems" and "with certain difficulties":
  • "What do you mean by "certain difficulties"? That it takes a little longer?" (TP 09)
  • "(...) if this includes reading not only once, but two or three times, then I can do it without problems.” (TP 16)
Test person 02 also has problems with this and notes that one category is missing: "I think a 5th would be missing here. I find "I can't" and "I can do without any problems", which is like either "Yes" or "No". And this (...) here "with great difficulty" or "with certain difficulties", I find that it is as if one could not do it properly. Now I would have a problem with saying "with certain difficulties", for example. Problem-free is crucial for a "Yes, I can". I don't know, I kind of miss..." (TP 02)

A fourth test person states that the word "difficulties" is not appropriate and that effort would seem more appropriate for her at this point: "The word difficulties is not so clever here. With some effort would be better." (TP 07)

The cognitive interview asked what the difference between the "with great difficulty" and "with certain difficulties" options was for the test subjects. Two test subjects have problems distinguishing (TP 02, 11):
  • "[...] This with difficulties, that is for me then again such a term as if I could not do anything wrong.” (TP 02)
  • "There's really no difference." (TP 11)
With a third test person the distinction is also unclear: "Great difficulties would be for me if one must know one thing in order to understand the other. But it would also be very difficult if I had to read two or three times. Small or certain difficulties if I have to read it twice or parts of it several times." (TP 05)

Of the 17 remaining test persons, ten test persons (TP 01, 03, 04, 06, 08, 13, 14, 15, 16, 20) associate "great difficulties" with the fact that the task or text is essentially not understood, i.e. that the (reading) activity cannot be carried out, for example:
  • "Great difficulties are that I just cannot cope at all [...]" (TP 06)
  • "I have great difficulties when I cannot solve things, when they are unsolvable.“ (TP 08)
  • "When I have great difficulty, I understand nothing and do not see through." (TP 14)
These test persons have problems to distinguish the category "I can, but with great difficulty" from the category "I cannot".

On the other hand, it is easy to distinguish between great and certain difficulties. Certain difficulties means that the 17 test persons who have no problems with differentiation have fewer difficulties: "Certain difficulties are less than great difficulties." (TP 12).

Four test persons describe certain difficulties by saying that only parts of the (reading) activity cause difficulties (TP 04, 09, 16, 19), for example:
  • "Certain difficulties are partial." (TP 04)
  • "Certain difficulties means that there are small parts where I have to take a closer look.” (TP 19)
For four test persons as well, certain difficulties mean that they have to reread text passages repeatedly (TP 01, 13, 18, 20):
  • "Certain difficulties are if I have to read it again." (TP 13)
  • "If I've read it two or three times, it'll come to me." (TP 18)
For another four test persons, the difference between great and certain difficulties is whether or not they have to ask someone or look something up (TP 07, 09, 10, 17):
  • "Big would mean if I would need help somewhere else again and have to ask someone else." (TP 07)
  • "So with certain difficulties I have to ponder briefly and with big ones I ask a friend or look on the Internet.” (TP 10)
Furthermore, there are certain difficulties if the solution of the task takes more time (TP 06, 09).

Overall, it can be observed that the test persons associate with the answer category "I can, but with great difficulty" that they cannot do it - this indicates that this category is used incorrectly.

Cognitive Techniques:

General Probing, Specific Probing, Comprehension Probing.
Item Text Actively tested
a. Read a short text, e.g. an e-mail or a short message, cross-read and record what is important
[Einen kurzen Text, z.B. eine E-Mail oder eine kurze Mitteilung, querlesen und das Wesentliche erfassen.] 		No
b. Read and correctly follow written instructions, such as a recipe or work instructions.
[Schriftliche Anweisungen, wie z.B. ein Rezept oder eine Arbeitsanweisung, lesen und korrekt befolgen.] 		No

Item Text:

c. Read and understand an instruction manual or manual to operate a new appliance, such as a television or washing machine.
[Eine Bedienungsanleitung oder ein Handbuch lesen und verstehen, um ein neues Gerät bedienen zu können, z. B. einen Fernseher oder eine Waschmaschine.]

Recommendations:

Here it should be specified that longer texts are meant and not short How-Tos. The text of the question could be modified and simplified as follows: The term "devices" should be omitted and instead concrete examples should be given:
"Read and understand detailed operating instructions or a manual in order to operate a new TV set or washing machine, for example."
[„Eine ausführliche Bedienungsanleitung oder ein Handbuch lesen und verstehen, um bspw. einen neuen Fernseher oder eine neue Waschmaschine bedienen zu können.“]
Alternatively, only the word "detailed" can be added to the original item::
"Read and understand detailed operating instructions or a manual to be able to operate a new appliance, e.g. a television or washing machine.”
[„Eine ausführliche Bedienungsanleitung oder ein Handbuch lesen und verstehen, um ein neues Gerät bedienen zu können, z. B. einen Fernseher oder eine Waschmaschine.“]
Yes
d. Read and understand official documents, such as an employment contract, a rental agreement or an insurance policy.
[Offizielle Dokumente lesen und verstehen, z.B. einen Arbeitsvertrag, einen Mietvertrag oder einen Versicherungsschein.] 		No

Item Text:

e. Cross-reading different internet pages to find different information on a specific topic, e.g. about a disease.
[Verschiedene Internetseiten querlesen, um unterschiedliche Informationen zu einem bestimmten Thema herauszufinden, z.B. über eine Krankheit.]

Recommendations:

No changes recommended.
Yes