Reading Subskill Differences Between Students in China and the United States: Evidence From Program for International Student Assessment 2009

• In Event: Poster Session 12
  In Poster Session: Student Identity Through the Lens of Global Culture and Academic Achievement

Abstract

Due to different reading education practices, Chinese and U.S. students show different strengths and weaknesses regarding reading subskills. Based on the literature and PISA questionnaires, it is hypothesized that given the same overall reading performance, U.S. students have higher performance in the reflect and evaluate skill but lower performance in the access and retrieve and the integrate and interpret skills. Furthermore, given the same overall reading performance, U.S. students have higher performance in reading non-continuous texts (i.e., tables and graphs) but lower performance in reading continuous texts (i.e., paragraphs). Based on PISA 2009 dataset, a hierarchal linear modeling approach is used to test the hypotheses. The results are expected to provide diagnostic information for reading education in both countries.

Authors

• Hongli Li, Georgia State University

• Pui-Wa Lei, The Pennsylvania State University