Do Reading Practices Make a Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students

Autor/inn/en	Tse, Shek-Kam; Xiao, Xiao-Yun; Ko, Hwa-Wei; Lam, Joseph Wai-Ip; Hui, Sau-Yan; Ng, Hung-Wai
Titel	Do Reading Practices Make a Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 3, S.369-393 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.927732
Schlagwörter	Foreign Countries; Elementary School Students; Primary Education; Grade 4; Reading Habits; Reading Attitudes; Reading Achievement; Comparative Education; International Assessment; Reading Tests; Achievement Tests; Scores; Independent Reading; Reading Aloud to Others; Reading Comprehension; Questionnaires; Multiple Regression Analysis; Predictor Variables; Reading Instruction; Educational Practices; Teaching Methods; Likert Scales; Hong Kong; Taiwan; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; School year 04; 4. Schuljahr; Schuljahr 04; Reading habit; Lesegewohnheit; Reading behavior; Rading behaviour; Leseverhalten; Leseleistung; Vergleichende Erziehungswissenschaft; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Freies Lesen; Leseverstehen; Fragebogen; Prädiktor; Leseunterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01