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Article: An International Reading Literacy Study: Factor Structure of the Chinese Version of the Students Questionnaire

TitleAn International Reading Literacy Study: Factor Structure of the Chinese Version of the Students Questionnaire
Authors
Issue Date2016
Citation
Education Research International, 2016, p. 1-11 How to Cite?
AbstractThe student questionnaire (PIRLS-SQ 2011) of the Progress in International Reading Literacy Study (PIRLS) was designed to gather information from pupils on reading literacy development as to aspects of pupils’ self-lives, home, and school lives across countries/districts. In order to serve the purposes of research and international comparison, the questionnaire was translated into various languages. Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the current study investigates the psychometric properties of the Chinese version of the student questionnaire (PIRLS-SQCV 2011) and identifies its underlying factor structure among Chinese fourth-grade pupils in Hong Kong. A 10-factor structure model was identified and much resemblance could be drawn to the original PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.
Persistent Identifierhttp://hdl.handle.net/10722/235708

 

DC FieldValueLanguage
dc.contributor.authorLam, JWI-
dc.contributor.authorCheung, WM-
dc.contributor.authorAu, WHD-
dc.contributor.authorTsang, WHH-
dc.contributor.authorSo, WY-
dc.contributor.authorZhu, Y-
dc.date.accessioned2016-10-14T13:54:57Z-
dc.date.available2016-10-14T13:54:57Z-
dc.date.issued2016-
dc.identifier.citationEducation Research International, 2016, p. 1-11-
dc.identifier.urihttp://hdl.handle.net/10722/235708-
dc.description.abstractThe student questionnaire (PIRLS-SQ 2011) of the Progress in International Reading Literacy Study (PIRLS) was designed to gather information from pupils on reading literacy development as to aspects of pupils’ self-lives, home, and school lives across countries/districts. In order to serve the purposes of research and international comparison, the questionnaire was translated into various languages. Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the current study investigates the psychometric properties of the Chinese version of the student questionnaire (PIRLS-SQCV 2011) and identifies its underlying factor structure among Chinese fourth-grade pupils in Hong Kong. A 10-factor structure model was identified and much resemblance could be drawn to the original PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.-
dc.languageeng-
dc.relation.ispartofEducation Research International-
dc.titleAn International Reading Literacy Study: Factor Structure of the Chinese Version of the Students Questionnaire-
dc.typeArticle-
dc.identifier.emailLam, JWI: jwilam@hku.hk-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.emailZhu, Y: chuycld@hku.hk-
dc.identifier.authorityLam, JWI=rp00917-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.hkuros269902-
dc.identifier.spage1-
dc.identifier.epage11-

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