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ERIC Number: EJ1094934
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0305-7925
Do Reading Practices Make a Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students
Tse, Shek-Kam; Xiao, Xiao-Yun; Ko, Hwa-Wei; Lam, Joseph Wai-Ip; Hui, Sau-Yan; Ng, Hung-Wai
Compare: A Journal of Comparative and International Education, v46 n3 p369-393 2016
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 9,301 students (4,712 from Hong Kong and 4,589 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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; Taiwan
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study