Teacher Quality, Instructional Quality, Reading Confidence, and Their Associations With Reading Achievement

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Section 1a, Poster Session 2. Literacy: Reading and Writing Across Contexts

Abstract

This study examined associations among teacher quality, instructional quality, student
reading confidence, and student achievement using PIRLS 2016 Hong Kong data. A total of 3,465 students were analyzed via structural equation modeling. The result showed the instructional quality of the reading class influenced students’ confidence in reading. Students’ confidence in reading has a positive effect on student reading achievement. Instructional quality of reading class has a small indirect effect on student reading achievement. Among teacher quality and characteristics, only gender has a marginal positive significant influence on student perceived instructional. Student SES, student gender, and parental expectation have significant associations with students’ confidence in reading.

Author

• Shuqi Zhou, Purdue University