1、 Introduction

The evolution of the concept of reading literacy and its importance in modern society were discussed, and the background and characteristics of the three international reading literacy tests, PIRLS, PISA, and NAEP, were introduced. With the changes in the reading ecosystem, the structure of reading tests has also undergone changes, mainly reflected in the multi-level and multi angle task management of the reading process, the focus on digital reading, and the guidance of the testing framework for multi text and high-level reading. The article aims to explore the interactive relationship between text types and the improvement of reading literacy by comparing and analyzing the text types of reading materials in the three major tests.

2、 Selection of Text Types for Reading Literacy Test among the Three Major Tests

In depth exploration was conducted on the selection of text types and their impact on reading ability in the three major international reading literacy tests: PIRLS, PISA, and NAEP. Firstly, the relationship between text type and reading ability was discussed, and it was pointed out that there are different opinions in the academic community regarding this. Next, a detailed introduction was given to the PIRLS test, which divides texts into two categories: literary texts and informational texts, and elaborates on the specific content and characteristics of each type. At the same time, the standards and requirements for text selection in PIRLS were mentioned, as well as projects such as prePIRLS, PIRLS Literacy, and ePIRLS developed to expand the scope of evaluation.

3、 The Interactive Relationship between Text Types and Reading Literacy

Explored the interactive relationship between text types and reading literacy. Firstly, it was clarified that different text types can stimulate readers' different cognitive structures. For example, PIRLS research shows that students' response patterns to literary works are influenced by the nature of the selected text. When evaluating literary and informational texts, NAEP takes into account differences in text structure and reading purposes. Secondly, it is pointed out that different reading purposes are usually related to specific text types, but the reading purpose is not strictly consistent with the text type, such as biography or autobiography, which can be informative or literary. PIRLS strives to present a wide range of text types in text selection to create a realistic reading experience. In literary reading, readers will interact with the text, explore new situations and feelings; The main function of informational text is to provide information, and readers need to think critically to form their own opinions. Finally, the importance of cross media and cross textual reading experiences in enhancing reading literacy was emphasized. With the development of the reading environment, text types have shown diversified characteristics, such as advertisements, notes, letters, etc. PIRLS and ePIRLS reflect students' real experiences of reading informational texts on different media, requiring them to master electronic text reading skills such as navigating and locating information on web pages. This intertextual dialogue is a comprehensive assessment of the reader's reading literacy.

4、 Inspiration

The 'Level Standards' provide comprehensive language proficiency and skill evaluation standards for foreign Chinese learners, starting from Level 4 with translation skills and different requirements for reading materials. The three major reading literacy tests, PIRLS, PISA, and NAEP, have a guiding role and reference value in selecting text types. Suggest refining and enriching text types, especially in advanced stages, emphasizing the richness of text types, drawing on the classification methods of the three major tests, and achieving diversified text classification. At the same time, the three major tests break through the limitations of written texts and present diverse characteristics, which have guiding significance for international Chinese education and help develop students' online reading skills and promote the comprehensive development of reading literacy.