Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students

NCUIR > College of Liberal Arts at National Central University > Center for Teacher Education > journal & Dissertation > Item 987654321/104640

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Title:	Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
Authors:	柯華葳;Tse, Shek-Kam;Xiao, Xiao-Yun;Ko, Hwa-Wei;Lam, Joseph Wai-Ip;Hui, Sau-Yan;Ng, Hung-Wai
Contributors:	文學院師資培育中心
Keywords:	Academic achievement;Achievement Tests;Attainment;Classrooms;Comparative Education;Educational Practices;Educational Resources;Elementary education;Elementary School Students;Elementary schools;Foreign Countries;Grade 4;Hong Kong;Independent Reading;International Assessment;International Education;Learner Engagement;Likert Scales;Literacy;Multiple Regression Analysis;Oral reading;Pedagogy;Predictor Variables;Primary Education;Progress in International Reading Literacy Study;Questionnaires;Reading Achievement;Reading Aloud to Others;reading attainment;reading attitude;Reading Attitudes;Reading Comprehension;Reading Habits;Reading Instruction;reading practice;Reading preferences;Reading Tests;Scores;Social classes;Student attitudes;Student participation;Students;Taiwan;Teaching Methods
Date:	2016-05-03
Issue Date:	2026-04-23 11:54:27 (UTC+8)
Publisher:	Routledge;Oxford: Routledge
Abstract:	摘要： This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students' and parents' reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students' reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students' poor reading performance. 出版者： Oxford: Routledge 出版日期： 2016-05-03 出處： Compare, 2016-05, Vol.46 (3), p.369-393 資源來源： Education Resources Information Center (ERIC) 版權： 2014 British Association for International and Comparative Education 2014 版權： 2014 British Association for International and Comparative Education 識別號： ISSN: 0305-7925 識別號： EISSN: 1469-3623 識別號： DOI: 10.1080/03057925.2014.927732
Appears in Collections:	[Center for Teacher Education ] journal & Dissertation

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