Author(s)

Xiaoyun Xiao

Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China.

This study aimed to look into the reason for the remarkable improvement in reading achievement of the Hong Kong primary school students in the Progress in International Reading Literacy Study (PIRLS) survey between 2001 and 2011. The reading achievement data from the PIRLS 2001 and 2011 samples were analysed. It was found that the relationship between the parent factor (measured with parents’ reading attitudes) and reading achievement was mediated either by the student factor (measured with students’ reading attitudes and reading practices) or by the home (measured with home educational resources and early home literacy activities) and student factors together. The relationship between the parent factor and reading achievement mediated by the home and student factors was stronger among Hong Kong students in the PIRLS 2001 survey than in the PIRLS 2011 survey. These findings suggest that the changed strength of the relationship between the parent, home, and student factors may be a key point to explain the outstanding progress achieved by the Hong Kong primary school students achieved in the PIRLS 2011 survey.

Reading Achievement, Reading Attitudes, Reading Practices, Home Literacy Environment, Home Educational Resources, Early Home Literacy Activities, PIRLS

Xiao, X. (2022) Student, Parent, Home, and Reading Achievement. Open Journal of Modern Linguistics, 12, 518-535. doi: 10.4236/ojml.2022.124038.