Early Home Activity and Parental Involvement in Student Reading Interest and Achievement in Hong Kong

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-7 - Advances and Applications in Structural Equation Modeling

Abstract

This study uses Structural Equation Modeling (SEM) to test two models of the effects of early childhood activity and parental involvement on student reading achievement and reading interest in Hong Kong SAR. Data come from Progress in International Reading Literacy Study (PIRLS) 2011 in Hong Kong. This study is grounded in self-determination theory. Results indicates that early home activity positively predicts both student reading achievement and reading interest in Hong Kong. Early home activity indirectly affects student reading achievement through reading interest. Further, student reading interest positively predicts student reading achievement in Hong Kong. However, parental involvement is negatively related to student reading achievement.

Authors

• Xia Zhao, Lehigh University

• Grace Caskie, Lehigh University