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Conference Paper: Explaining the remarkable improvement in the reading achievement of Hong Kong Grade 4 students in the Progress in International Reading Literacy Studies between 2001 and 2011

TitleExplaining the remarkable improvement in the reading achievement of Hong Kong Grade 4 students in the Progress in International Reading Literacy Studies between 2001 and 2011
Authors
KeywordsAssessment
PIRLS
Large-scale Assessment
PublisherThe Society for the Scientific Study of Reading (SSSR).
Citation
The 21st Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Santa Fe, New Mexico, 16-19 July 2014 How to Cite?
AbstractPurpose The reading achievement of Hong Kong Grade 4 students has risen steadily since 2001 when the IEA initiated the PIRLS survey, a five-yearly assessment survey of the reading achievement of primary Grade 4 students worldwide. Whereas Hong Kong students in the 2001 PIRLS assessment survey were ranked 14th out of the 35 participating regions and countries, they came top of the list in 2011 out of the 45 participating regions and countries. The present study aimed to examine factors in relation to the remarkable improvement made by Hong Kong students in the PIRLS assessment between 2001 and 2011. Method The Hong Kong portion of data from the PIRLS 2001 and 2011, a large-scale international assessment which was designed to measure fourth-grade students reading literacy and its home, school and national contexts, were used for secondary analysis in this study. Reading scores from 8925 students (5050 from the 2001 sample and 3875 from the 2011 sample) and indexes and variables derived from the student and home questionnaires were used for multilevel analysis. Results Results of multi-group path analysis revealed that in both the 2001 and 2011 cycles, students and parents reading attitudes and home literacy environment had a direct influence on the students reading achievement. Parents reading attitudes contributed to students reading achievement indirectly as it promoted them to provide supportive home literacy environments and a home ethos that conveyed high expectations. The effect of students reading attitudes on reading achievement was influenced by reading practice. Importantly, the improved home literacy environment arising from parents improved attitudes towards reading raised in students very positive reading attitudes. Conclusions Over the intervening years between 2001 and 2011, the improved home literacy environment shaped by parents was associated with students great reading advancement.
Persistent Identifierhttp://hdl.handle.net/10722/199450

 

DC FieldValueLanguage
dc.contributor.authorXiao, Xen_US
dc.contributor.authorTse, SKen_US
dc.date.accessioned2014-07-22T01:19:26Z-
dc.date.available2014-07-22T01:19:26Z-
dc.identifier.citationThe 21st Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Santa Fe, New Mexico, 16-19 July 2014en_US
dc.identifier.urihttp://hdl.handle.net/10722/199450-
dc.description.abstractPurpose The reading achievement of Hong Kong Grade 4 students has risen steadily since 2001 when the IEA initiated the PIRLS survey, a five-yearly assessment survey of the reading achievement of primary Grade 4 students worldwide. Whereas Hong Kong students in the 2001 PIRLS assessment survey were ranked 14th out of the 35 participating regions and countries, they came top of the list in 2011 out of the 45 participating regions and countries. The present study aimed to examine factors in relation to the remarkable improvement made by Hong Kong students in the PIRLS assessment between 2001 and 2011. Method The Hong Kong portion of data from the PIRLS 2001 and 2011, a large-scale international assessment which was designed to measure fourth-grade students reading literacy and its home, school and national contexts, were used for secondary analysis in this study. Reading scores from 8925 students (5050 from the 2001 sample and 3875 from the 2011 sample) and indexes and variables derived from the student and home questionnaires were used for multilevel analysis. Results Results of multi-group path analysis revealed that in both the 2001 and 2011 cycles, students and parents reading attitudes and home literacy environment had a direct influence on the students reading achievement. Parents reading attitudes contributed to students reading achievement indirectly as it promoted them to provide supportive home literacy environments and a home ethos that conveyed high expectations. The effect of students reading attitudes on reading achievement was influenced by reading practice. Importantly, the improved home literacy environment arising from parents improved attitudes towards reading raised in students very positive reading attitudes. Conclusions Over the intervening years between 2001 and 2011, the improved home literacy environment shaped by parents was associated with students great reading advancement.en_US
dc.languageengen_US
dc.publisherThe Society for the Scientific Study of Reading (SSSR).-
dc.relation.ispartofAnnual Meeting of the Society for the Scientific Study of Reading (SSSR)en_US
dc.subjectAssessment-
dc.subjectPIRLS-
dc.subjectLarge-scale Assessment-
dc.titleExplaining the remarkable improvement in the reading achievement of Hong Kong Grade 4 students in the Progress in International Reading Literacy Studies between 2001 and 2011en_US
dc.typeConference_Paperen_US
dc.identifier.emailXiao, X: xyxiao@hku.hken_US
dc.identifier.emailTse, SK: sktse@hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.hkuros230172en_US

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