Explaining Student and Home Variance of Chinese Reading Achievement of the PIRLS 2011 Hong Kong

Autor/inn/en	Cheung, Wai Ming; Lam, Joseph W. I.; Au, Doreen W. H.; So, Wendy W. Y.; Huang, Yanli; Tsang, Hector W. H.
Titel	Explaining Student and Home Variance of Chinese Reading Achievement of the PIRLS 2011 Hong Kong
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.889-904 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Wai Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22041
Schlagwörter	Achievement Tests; Foreign Countries; Grade 4; International Assessment; Reading Tests; Reading Achievement; Structural Equation Models; Parent Background; Self Efficacy; Family Environment; Reading Skills; Books; Chinese; Hong Kong; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Leseleistung; Elternhaus; Self-efficacy; Selbstwirksamkeit; Familienmilieu; Reading skill; Lesefertigkeit; Book; Buch; Monographie; Monografie; China; Chinesen; Hongkong
Abstract	Hong 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01