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Article: Family resources and students’ reading attainment: capitalising on home factors

TitleFamily resources and students’ reading attainment: capitalising on home factors
Authors
KeywordsFamily financial capital
Family human capital
Hong Kong
PIRLS
Social capital
Issue Date2010
PublisherKluwer Academic Publishers and International Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://www.ilo.uva.nl/projecten/Gert/L1EducationResearch/
Citation
L1 Educational Studies in Language and Literature, 2010, v. 10 n. 3, p. 27-54 How to Cite?
AbstractAn examination is reported of data from The Progress in International Reading Literacy Study (PIRLS) 2001, with samples of 5,050 Hong Kong Grade 4 students, 5,050 parents, 147 teachers and 147 school principals. The analyses examine the relationship between family capital (financial, human and social) variables and students’ reading comprehension of informational and literary texts. Positive correlations were found between reading attainment and most family variables, with parents who read regularly to their children helping to promote reading competence in their offspring. These parents are well placed to provide a stimulating learning home environment for their children and serve as positive role models. Regression analyses of the data support the expectation that children accustomed to books and exposed to reading at home are not overwhelmed by the reading assignments they encounter in school. Negative correlations were found that reflect cultural idiosyncrasies. For example, the traditional unwillingness of Chinese parents to be seen going to the school to talk about their children’s scholastic progress. It is suggested that many parents in Hong Kong possess the wherewithal to assist their children to learn to read with understanding but that some need guidance from schools about using their influence to ensure the best effect.
Persistent Identifierhttp://hdl.handle.net/10722/134486
ISSN

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.contributor.authorLam, RYHen_US
dc.contributor.authorIp, OKMen_US
dc.contributor.authorLam, JWIen_US
dc.contributor.authorLoh, EKYen_US
dc.contributor.authorTso, ASFen_US
dc.date.accessioned2011-06-17T09:21:50Z-
dc.date.available2011-06-17T09:21:50Z-
dc.date.issued2010en_US
dc.identifier.citationL1 Educational Studies in Language and Literature, 2010, v. 10 n. 3, p. 27-54en_US
dc.identifier.issn1573-1731en_US
dc.identifier.urihttp://hdl.handle.net/10722/134486-
dc.description.abstractAn examination is reported of data from The Progress in International Reading Literacy Study (PIRLS) 2001, with samples of 5,050 Hong Kong Grade 4 students, 5,050 parents, 147 teachers and 147 school principals. The analyses examine the relationship between family capital (financial, human and social) variables and students’ reading comprehension of informational and literary texts. Positive correlations were found between reading attainment and most family variables, with parents who read regularly to their children helping to promote reading competence in their offspring. These parents are well placed to provide a stimulating learning home environment for their children and serve as positive role models. Regression analyses of the data support the expectation that children accustomed to books and exposed to reading at home are not overwhelmed by the reading assignments they encounter in school. Negative correlations were found that reflect cultural idiosyncrasies. For example, the traditional unwillingness of Chinese parents to be seen going to the school to talk about their children’s scholastic progress. It is suggested that many parents in Hong Kong possess the wherewithal to assist their children to learn to read with understanding but that some need guidance from schools about using their influence to ensure the best effect.-
dc.languageengen_US
dc.publisherKluwer Academic Publishers and International Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://www.ilo.uva.nl/projecten/Gert/L1EducationResearch/en_US
dc.relation.ispartofL1 Educational Studies in Language and Literatureen_US
dc.subjectFamily financial capital-
dc.subjectFamily human capital-
dc.subjectHong Kong-
dc.subjectPIRLS-
dc.subjectSocial capital-
dc.titleFamily resources and students’ reading attainment: capitalising on home factorsen_US
dc.typeArticleen_US
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1573-1731&volume=10&issue=3&spage=27&epage=54&date=2010&atitle=Family+resources+and+students’+reading+attainment:+capitalising+on+home+factorsen_US
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_US
dc.identifier.emailLam, RYH: hradlyh@hkucc.hku.hken_US
dc.identifier.emailLam, JWI: jwilam@hkucc.hku.hken_US
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.authorityLam, RYH=rp00918en_US
dc.identifier.authorityLam, JWI=rp00917en_US
dc.identifier.authorityLoh, EKY=rp01361en_US
dc.identifier.hkuros185792en_US
dc.identifier.volume10en_US
dc.identifier.issue3en_US
dc.identifier.spage27en_US
dc.identifier.epage54en_US

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