File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Progress in International Reading Literacy Study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong

TitleProgress in International Reading Literacy Study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong
Authors
Issue Date2009
PublisherBlackwell Publishing Ltd
Citation
Journal Of Research In Reading, 2009, v. 32 n. 3, p. 293-308 How to Cite?
AbstractReading literacy of fourth-grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional-to-size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. © United Kingdom Literacy Association 2009.
Persistent Identifierhttp://hdl.handle.net/10722/92407
ISSN
2015 Impact Factor: 0.917
2015 SCImago Journal Rankings: 0.829
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorCheung, WMen_HK
dc.contributor.authorTse, SKen_HK
dc.contributor.authorLam, JWIen_HK
dc.contributor.authorKa Yee Loh, Een_HK
dc.date.accessioned2010-09-17T10:45:14Z-
dc.date.available2010-09-17T10:45:14Z-
dc.date.issued2009en_HK
dc.identifier.citationJournal Of Research In Reading, 2009, v. 32 n. 3, p. 293-308en_HK
dc.identifier.issn0141-0423en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92407-
dc.description.abstractReading literacy of fourth-grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional-to-size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. © United Kingdom Literacy Association 2009.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltden_HK
dc.relation.ispartofJournal of Research in Readingen_HK
dc.rightsJournal of Research in Reading. Copyright © Blackwell Publishing Ltd.-
dc.titleProgress in International Reading Literacy Study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.emailLam, JWI: jwilam@hkucc.hku.hken_HK
dc.identifier.emailKa Yee Loh, E: ekyloh@hkucc.hku.hken_HK
dc.identifier.authorityCheung, WM=rp00896en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.identifier.authorityLam, JWI=rp00917en_HK
dc.identifier.authorityKa Yee Loh, E=rp01361en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-9817.2009.01395.xen_HK
dc.identifier.scopuseid_2-s2.0-68149179404en_HK
dc.identifier.hkuros160237-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-68149179404&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume32en_HK
dc.identifier.issue3en_HK
dc.identifier.spage293en_HK
dc.identifier.epage308en_HK
dc.identifier.eissn1467-9817-
dc.identifier.isiWOS:000267706700002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridCheung, WM=22984269400en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.scopusauthoridLam, JWI=30467790400en_HK
dc.identifier.scopusauthoridKa Yee Loh, E=18037756000en_HK
dc.identifier.citeulike5406194-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats