Poster #29 - From Reading Strategy Instruction to Student Reading Achievement: The Mediating Role of Student Motivational Factors

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-6 - Experimental Studies of Literacy

Abstract

This study investigated the associations among reading strategy instruction, student motivational factors, gender, and reading achievement. The analyses were conducted using the Hong Kong sample (Student level: N = 3,875; Teacher level: N = 133) from PIRLS 2011 through multilevel structural equation modelling. The results showed that the effects of reading strategy instruction on reading achievement were mediated by attitudes toward reading. Furthermore, the frequency of reading strategy instruction significantly influenced student attitudes toward reading and motivation to read while student attitudes toward reading significantly influenced reading achievement. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read, and help to improve reading achievement.

Authors

• Jing Huang, The University of Hong Kong

• Gaowei Chen, The University of Hong Kong