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Article: The Correlation between Out-of-School and In-School Reading Resources with Primary School Students' Reading Attainment

TitleThe Correlation between Out-of-School and In-School Reading Resources with Primary School Students' Reading Attainment
Authors
KeywordsHome Literacy Environment
Emergent Literacy
Shared Reading
Issue Date2019
PublisherInformation Research. The Journal's web site is located at http://informationr.net/ir/
Citation
Information Research, 2019, v. 24 n. 3, p. article no. 834 How to Cite?
AbstractIntroduction. This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong. Method. Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students’ reading performances were analysed. Analysis. The survey data of 3,875 Hong Kong primary school students’ reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling. Findings. The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children’s use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students’ reading attainment. Conclusion. This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students’ reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students’ reading attainment.
Persistent Identifierhttp://hdl.handle.net/10722/283231
ISSN
2020 Impact Factor: 0.78
2020 SCImago Journal Rankings: 0.397

 

DC FieldValueLanguage
dc.contributor.authorHuang, H-
dc.contributor.authorTse, SK-
dc.contributor.authorChu, SKW-
dc.contributor.authorXiao, XY-
dc.contributor.authorLam, JWI-
dc.contributor.authorNg, RHW-
dc.contributor.authorHui, SY-
dc.date.accessioned2020-06-22T02:53:47Z-
dc.date.available2020-06-22T02:53:47Z-
dc.date.issued2019-
dc.identifier.citationInformation Research, 2019, v. 24 n. 3, p. article no. 834-
dc.identifier.issn1368-1613-
dc.identifier.urihttp://hdl.handle.net/10722/283231-
dc.description.abstractIntroduction. This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong. Method. Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students’ reading performances were analysed. Analysis. The survey data of 3,875 Hong Kong primary school students’ reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling. Findings. The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children’s use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students’ reading attainment. Conclusion. This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students’ reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students’ reading attainment.-
dc.languageeng-
dc.publisherInformation Research. The Journal's web site is located at http://informationr.net/ir/-
dc.relation.ispartofInformation Research-
dc.subjectHome Literacy Environment-
dc.subjectEmergent Literacy-
dc.subjectShared Reading-
dc.titleThe Correlation between Out-of-School and In-School Reading Resources with Primary School Students' Reading Attainment-
dc.typeArticle-
dc.identifier.emailTse, SK: sktse@hku.hk-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.emailLam, JWI: jwilam@hku.hk-
dc.identifier.emailNg, RHW: rexnghw@hku.hk-
dc.identifier.emailHui, SY: huisy10@hku.hk-
dc.identifier.authorityTse, SK=rp00964-
dc.identifier.authorityChu, SKW=rp00897-
dc.identifier.authorityLam, JWI=rp00917-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.scopuseid_2-s2.0-85073453031-
dc.identifier.hkuros310394-
dc.identifier.volume24-
dc.identifier.issue3-
dc.identifier.spagearticle no. 834-
dc.identifier.epagearticle no. 834-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1368-1613-

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