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Article: Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students

TitleDo reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
Authors
Issue Date2015
Citation
Compare: A Journal of Comparative and International Education (In Press), 2015 How to Cite?
AbstractThis study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance.
Persistent Identifierhttp://hdl.handle.net/10722/199262

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.contributor.authorXiao, Xen_US
dc.contributor.authorKo, HWen_US
dc.contributor.authorLam, JWIen_US
dc.contributor.authorHui, SYen_US
dc.contributor.authorNg, HWen_US
dc.date.accessioned2014-07-22T01:10:40Z-
dc.date.available2014-07-22T01:10:40Z-
dc.date.issued2015en_US
dc.identifier.citationCompare: A Journal of Comparative and International Education (In Press), 2015en_US
dc.identifier.urihttp://hdl.handle.net/10722/199262-
dc.description.abstractThis study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance.en_US
dc.languageengen_US
dc.relation.ispartofCompare: A Journal of Comparative and International Educationen_US
dc.titleDo reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 studentsen_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.emailHui, SY: huisy10@hku.hken_US
dc.identifier.emailNg, HW: rexnghw@hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.authorityLam, JWI=rp00917en_US
dc.identifier.doi10.1080/03057925.2014.927732en_US
dc.identifier.hkuros230366en_US
dc.identifier.spage1en_US
dc.identifier.epage25en_US
dc.publisher.placeUKen_US

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