Examining Student and Home Factors Leading to Successful Chinese Reading in the International PIRLS (Progress in International Reading Literacy Study) 2011
| Title: | Examining Student and Home Factors Leading to Successful Chinese Reading in the International PIRLS (Progress in International Reading Literacy Study) 2011 |
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| Language: | English |
| Authors: | Cheung, Wai Ming, Huang, Yanli, Tsang, Hector W. H. |
| Source: | AERA Online Paper Repository. 2017. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2017 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Chinese, Reading Achievement, Elementary School Students, Structural Equation Models, Self Efficacy, Written Language, Reading Comprehension, Reading Tests, Parent Background, Achievement Tests, Grade 4, International Assessment, Foreign Countries, Parent Attitudes, Family Environment, Factor Analysis, Item Response Theory, Books, Scores, Reading Motivation |
| Geographic Terms: | Hong Kong |
| Assessment and Survey Identifiers: | Progress in International Reading Literacy Study |
| Abstract: | Hong Kong attained champion of the PIRLS 2011 that aroused keen interest in understanding the underlying reasons of a non-alphabetic language. The study aimed at unravelling various aspects of the student and home factors which contributed to remarkable Chinese reading performance. Totally 3,875 students from 132 primary schools completed the comprehension tests and student questionnaire. The home questionnaire was filled by 3,682 parents. Structural equation modeling was performed to test the hypothesized model. Results supported the model as tenable, which explained 34% of the variance. The effects of parental background on reading achievement mainly went indirectly via early reading abilities, reading motivation and reading self-efficacy. This study allows future comparisons across a range of alphabetic and non-alphabetic languages. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED591709 |
| Database: | ERIC |
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