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Article: The influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS

TitleThe influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS
Authors
Issue Date2013
PublisherJohn Benjamins Publishing Company.
Citation
Written Language and Literacy, 2013, v. 16 n. 2, p. 241-272 How to Cite?
AbstractThe reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school's overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students' reading attitudes reflected the influence of the student's gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students' reading attitudes. Moreover, teaching the students reading skills explicitly and the school's overall reading attainment were positively related to the students' reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.
Persistent Identifierhttp://hdl.handle.net/10722/199256
ISSN
2015 SCImago Journal Rankings: 0.151

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.contributor.authorXiao, Xen_US
dc.contributor.authorLam, JWIen_US
dc.date.accessioned2014-07-22T01:10:39Z-
dc.date.available2014-07-22T01:10:39Z-
dc.date.issued2013en_US
dc.identifier.citationWritten Language and Literacy, 2013, v. 16 n. 2, p. 241-272en_US
dc.identifier.issn1387-6732-
dc.identifier.urihttp://hdl.handle.net/10722/199256-
dc.description.abstractThe reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school's overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students' reading attitudes reflected the influence of the student's gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students' reading attitudes. Moreover, teaching the students reading skills explicitly and the school's overall reading attainment were positively related to the students' reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.en_US
dc.languageengen_US
dc.publisherJohn Benjamins Publishing Company.en_US
dc.relation.ispartofWritten Language and Literacyen_US
dc.rightsWritten Language and Literacy. Copyright © John Benjamins Publishing Co.-
dc.titleThe influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLSen_US
dc.typeArticleen_US
dc.identifier.emailTse, SK: sktse@hku.hken_US
dc.identifier.emailXiao, X: xyxiao@hku.hken_US
dc.identifier.emailLam, JWI: jwilam@hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.authorityLam, JWI=rp00917en_US
dc.identifier.doi10.1075/wll.16.2.05tseen_US
dc.identifier.scopuseid_2-s2.0-84883652382-
dc.identifier.hkuros230169en_US
dc.identifier.hkuros215664-
dc.identifier.volume16en_US
dc.identifier.spage241en_US
dc.identifier.epage272en_US
dc.publisher.placeNetherlands-

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