The influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS

Shek-kam TSE, Xiaoyun Moon XIAO, Wai-yip LAM

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2 Citations (Scopus)

Abstract

The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school's overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students' reading attitudes reflected the influence of the student's gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students' reading attitudes. Moreover, teaching the students reading skills explicitly and the school's overall reading attainment were positively related to the students' reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed. Copyright © 2013 John Benjamins Publishing Company.
Original languageEnglish
Pages (from-to)241-271
JournalWritten Language and Literacy
Volume16
Issue number2
DOIs
Publication statusPublished - Jan 2013

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multi-level analysis
Hong Kong
gender
ability
student
Independent Reading
Multilevel Analysis
Reading Ability
school
resources

Citation

Tse, S.-K., Xiao, X.-Y., & Lam, W.-Y. (2013). The influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language and Literacy, 16(2), 241-271. doi: 10.1075/wll.16.2.05tse

Keywords

  • Reading attitude
  • Gender
  • Reading ability
  • Independent reading
  • Multilevel analysis