English  |  正體中文  |  简体中文  |  Items with full text/Total items : 70585/70585 (100%)
Visitors : 23044764      Online Users : 468
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version


    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/27312


    Title: Family Factors and Primary Students' Reading Attainment A Chinese Community Perspective
    Authors: Ko,HW;Chan,YL
    Contributors: 學習與教學研究所
    Keywords: LITERACY SKILLS;HOME;LANGUAGE;ACHIEVEMENT
    Date: 2009
    Issue Date: 2010-06-29 18:28:58 (UTC+8)
    Publisher: 中央大學
    Abstract: This study examined the relationship between students' reading attainment scores and key family environmental factors in Chinese and non-Chinese communities. Six family environmental factors were considered: parents' evaluation of their offspring's early literacy skills, early home literacy activities (EHLA), reading activities involving parents and their children, parental attitudes toward reading and their reading habits, and parents' reports of the numbers of their own and children's books in the home. The Chinese communities were those in Hong Kong, Singapore, and Taiwan, each of which was matched statistically and numerically with national samples from non-Chinese communities around the world. The reading attainment of all participating students was formally assessed using standardized procedures in the Progress in International Reading Literacy Study (PIRLS) 2006 reading attainment survey. Although PIRLS did not report markedly different patterns of attainment scores across the cultural divides, IDB Analyzer and hierarchical multiple regression analysis revealed that Chinese community parents tended to view their children's early literacy skills highly but engaged in fewer reading activities at home with their children than did their non-Chinese counterparts. Parents' attitudes toward reading in the Chinese community were relatively moderate, and the books provided at home were fewer than in non-Chinese community homes. Nevertheless, the number of children's books and books at home were still important predictors overall for both communities, explaining 1 to 9 percent of the variance in students' reading attainment once children's early literacy skills had been controlled for. Although there were differences between two communities on the six family reading factors, the regression pattern indicates more similarities than differences between the Chinese and non-Chinese communities.
    Relation: CHINESE EDUCATION AND SOCIETY
    Appears in Collections:[學習與教學研究所 ] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML549View/Open


    All items in NCUIR are protected by copyright, with all rights reserved.

    社群 sharing

    ::: Copyright National Central University. | 國立中央大學圖書館版權所有 | 收藏本站 | 設為首頁 | 最佳瀏覽畫面: 1024*768 | 建站日期:8-24-2009 :::
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback  - 隱私權政策聲明