An International Reading Literacy Study: Factor Structure of the Chinese Version of the Student Questionnaire (PIRLS-SQCV 2011)

Yue Zhu,W M Cheung,Joseph W I Lam,Hector W H Tsang,Doreen W H Au,Wendy W Y So

doi:10.1155/2016/4165089

Abstract

The student questionnaire (PIRLS-SQ 2011) of the Progress in International Reading Literacy Study (PIRLS) was designed to gather information from pupils on reading literacy development as to aspects of pupils’ self-lives, home, and school lives across countries/districts. In order to serve the purposes of research and international comparison, the questionnaire was translated into various languages. Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the current study investigates the psychometric properties of the Chinese version of the student questionnaire (PIRLS-SQCV 2011) and identifies its underlying factor structure among Chinese fourth-grade pupils in Hong Kong. A 10-factor structure model was identified and much resemblance could be drawn to the original PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.

Highlights

Reading is essential to learning in school which facilitates future activities in work and community and provides enjoyment from leisure reading [1]
By deploying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the present study explores the psychometric properties of the Chinese version of the Progress in International Reading Literacy Study (PIRLS)-SQ 2011 and investigates the underlying factor structure among Chinese fourth-grade pupils in Hong Kong
The 10-factor solution suggested by EFA and confirmed by CFA demonstrates much resemblance to the original student questionnaire of PIRLS 2011

Summary

Introduction

Reading is essential to learning in school which facilitates future activities in work and community and provides enjoyment from leisure reading [1]. The PIRLS 2011 is the third cycle that includes a full complement of questionnaires to investigate the experiences of young children at home and school in learning to read. PIRLS in each cycle collects a range of pieces of information about factors that may affect pupils’ learning by administering background questionnaires to pupils, parents, teachers, school principals, and curriculum experts, together with assessing pupils’ performance in reading. Our research team in Hong Kong modified the original PIRLS tool and altogether developed two Chinese questionnaires for use in Hong Kong, one for the home factors and one for the student. The development of the home questionnaire, namely, the Chinese version of the PIRLS 2011 Home Questionnaire (PIRLSHQCV 2011), shared similar methodology to the student questionnaire and is reported elsewhere [3]. Students motivated to read (R9A–F) ∗Contextual factors are referring to the PIRLS 2011 assessment framework. Coding of the items R5D, R7A, R7D, R8C, R8F, and R8G was reversed prior to EFA analysis for consistency.

Methods

Results

Conclusion