TY - JOUR
T1 - The cross-level effects of teachers' reading instruction, students' reading attitude, and self-assessment in reading proficiency on students' reading achievement
T2 - A multilevel study of PIRLS 2006
AU - Chang, Yu Jen
AU - Ko, Hwa Wei
AU - Chiou, Haw Jeng
AU - Ou, Tsung Lin
AU - Wen, Fur Hsing
PY - 2011/6
Y1 - 2011/6
N2 - The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students' reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students' reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students' RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.
AB - The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students' reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students' reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students' RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.
KW - Cross-level interaction
KW - Database
KW - Hierarchical linear modeling
KW - PIRLS
KW - Reading achievement
UR - http://www.scopus.com/inward/record.url?scp=84965119801&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84965119801&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84965119801
SN - 2073-753X
VL - 56
SP - 69
EP - 105
JO - Journal of Research in Education Sciences
JF - Journal of Research in Education Sciences
IS - 2
ER -