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Conference Paper: Parental factors of Chinese reading: Mediated by early reading ability, reading motivation and reading self-efficacy
| Title | Parental factors of Chinese reading: Mediated by early reading ability, reading motivation and reading self-efficacy |
|---|---|
| Other Titles | Examining Student and Home Factors Leading to Successful Chinese Reading in the International PIRLS (Progress in International Reading Literacy Study) 2011 |
| Authors | |
| Issue Date | 2017 |
| Citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 How to Cite? |
| Abstract | Hong Kong attained the top place in the PIRLS 2011, which aroused keen interest in understanding the underlying reasons. Although factors associated with reading achievement have been widely studied, findings are mainly from the western context for English reading. Hence, this study attempts to unravels the universalities and specifications in the process of Chinese reading based on the data in PIRLS 2011 Hong Kong. Structural equation modeling was performed to test the hypothesized model. Results supported the model as tenable, which was able to explain 34% of the variance of the reading achievement in PIRLS 2011. The effects of Parental background on reading achievement mainly go indirectly via Early reading abilities, Reading motivation and Reading self-efficacy. |
| Description | Paper Session: Research in Reading and Literacy SIG II |
| Persistent Identifier | http://hdl.handle.net/10722/247099 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cheung, WM | - |
| dc.contributor.author | Huang, Y | - |
| dc.contributor.author | Tsang, HWH | - |
| dc.date.accessioned | 2017-10-18T08:22:14Z | - |
| dc.date.available | 2017-10-18T08:22:14Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/247099 | - |
| dc.description | Paper Session: Research in Reading and Literacy SIG II | - |
| dc.description.abstract | Hong Kong attained the top place in the PIRLS 2011, which aroused keen interest in understanding the underlying reasons. Although factors associated with reading achievement have been widely studied, findings are mainly from the western context for English reading. Hence, this study attempts to unravels the universalities and specifications in the process of Chinese reading based on the data in PIRLS 2011 Hong Kong. Structural equation modeling was performed to test the hypothesized model. Results supported the model as tenable, which was able to explain 34% of the variance of the reading achievement in PIRLS 2011. The effects of Parental background on reading achievement mainly go indirectly via Early reading abilities, Reading motivation and Reading self-efficacy. | - |
| dc.language | eng | - |
| dc.relation.ispartof | AERA (American Educational Research Association) 2017 Annual Meeting | - |
| dc.title | Parental factors of Chinese reading: Mediated by early reading ability, reading motivation and reading self-efficacy | - |
| dc.title.alternative | Examining Student and Home Factors Leading to Successful Chinese Reading in the International PIRLS (Progress in International Reading Literacy Study) 2011 | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Cheung, WM: cwming@hkucc.hku.hk | - |
| dc.identifier.email | Huang, Y: huangyl@hku.hk | - |
| dc.identifier.authority | Cheung, WM=rp00896 | - |
| dc.identifier.hkuros | 282284 | - |
| dc.publisher.place | San Antonio, Texas | - |