Relationship Between Parental Reading Belief, Parental Involvement, Children’s Motivation, and Reading Achievement: A Study of Chinese Students at Fourth Grade Based on Data From PIRLS (Progress in International Reading Literacy Study) 2011

• In Event: Roundtable Session 19
  In Roundtable Session: Literacy Support for Struggling Readers

Abstract

Reading comprehension is an interactive process between readers and incoming text, which is under the influence of various factors. Effective reading comprehension calls for both individual factors such as cognitive skills and motivation, as well as contextual factors, such as environmental influences (Alexander & Jetton, 2000; RAND, 2002; Snow, 2003). Specifically, this study tries to understand if children’s reading motivation is under the influence of home factors such as parental reading beliefs and parental involvement, and how home factors and motivations affect reading achievement of fourth grade Chinese students based data from PIRLS 2011.

Authors

• Dan Li, Iowa Department of Education

• Manognya Murukutla, University of Nevada - Las Vegas