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Article: Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong

TitleExplaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong
Authors
KeywordsChinese reading
home factor
PIRLS
reading achievements
structural equation modeling
student factor
Issue Date2017
PublisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32084
Citation
Psychology in the Schools, 2017, v. 54 n. 9, p. 889-904 How to Cite?
AbstractHong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self-efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self-efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/248201
ISSN
2023 Impact Factor: 1.8
2023 SCImago Journal Rankings: 0.756
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCheung, WM-
dc.contributor.authorLam, JWI-
dc.contributor.authorAu, DWH-
dc.contributor.authorSo, WWY-
dc.contributor.authorHuang, Y-
dc.contributor.authorTsang, HWH-
dc.date.accessioned2017-10-18T08:39:28Z-
dc.date.available2017-10-18T08:39:28Z-
dc.date.issued2017-
dc.identifier.citationPsychology in the Schools, 2017, v. 54 n. 9, p. 889-904-
dc.identifier.issn0033-3085-
dc.identifier.urihttp://hdl.handle.net/10722/248201-
dc.description.abstractHong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self-efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self-efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.-
dc.languageeng-
dc.publisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32084-
dc.relation.ispartofPsychology in the Schools-
dc.rightsPsychology in the Schools. Copyright © John Wiley & Sons, Inc.-
dc.rightsPreprint: This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Postprint: This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. Special Statement for Preprint only Before publication: 'This is a preprint of an article accepted for publication in [The Journal of Pathology] Copyright © ([year]) ([Pathological Society of Great Britain and Ireland])'. After publication: the preprint notice should be amended to follows: 'This is a preprint of an article published in [include the complete citation information for the final version of the Contribution as published in the print edition of the Journal]' For Cochrane Library/ Cochrane Database of Systematic Reviews, add statement & acknowledgement : ‘This review is published as a Cochrane Review in the Cochrane Database of Systematic Reviews 20XX, Issue X. Cochrane Reviews are regularly updated as new evidence emerges and in response to comments and criticisms, and the Cochrane Database of Systematic Reviews should be consulted for the most recent version of the Review.’ Please include reference to the Review and hyperlink to the original version using the following format e.g. Authors. Title of Review. Cochrane Database of Systematic Reviews 20XX, Issue #. Art. No.: CD00XXXX. DOI: 10.1002/14651858.CD00XXXX (insert persistent link to the article by using the URL: http://dx.doi.org/10.1002/14651858.CD00XXXX) (This statement should refer to the most recent issue of the Cochrane Database of Systematic Reviews in which the Review published.)-
dc.subjectChinese reading-
dc.subjecthome factor-
dc.subjectPIRLS-
dc.subjectreading achievements-
dc.subjectstructural equation modeling-
dc.subjectstudent factor-
dc.titleExplaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong-
dc.typeArticle-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.emailLam, JWI: jwilam@hku.hk-
dc.identifier.emailHuang, Y: huangyl@hku.hk-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.authorityLam, JWI=rp00917-
dc.identifier.doi10.1002/pits.22041-
dc.identifier.scopuseid_2-s2.0-85023648052-
dc.identifier.hkuros282276-
dc.identifier.volume54-
dc.identifier.issue9-
dc.identifier.spage889-
dc.identifier.epage904-
dc.identifier.isiWOS:000412660900001-
dc.publisher.placeUnited States-
dc.identifier.issnl0033-3085-

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