以多樣本結構方程式模型檢定學生閱讀成就之因素─以臺灣與香港參加PIRLS 2006為例

Abstract

Students’ reading achievement is greatly influenced by cultural capital from families. This study aims to investigate the relationship of parents’ educational level, home library, early reading activities, early reading abilities and reading achievement. Fourth graders from Taiwan and Hong Kong as the participants took the Progress in International Reading Literacy Study of 2006 (PIRLS 2006). The data were then collected from the results of this test. There are 3,490 valid samples from Taiwan and 3,956 samples form Hong Kong in total. Descriptive analysis and multi-group structural equation modeling were used to analyze the differences in reading achievements between Taiwanese and Hong Kong students in this study. The results of this study are shown as follows: 1. The baseline models of books reading, story-telling, letters recognizing, words reading, informational purpose and straightforward process were different from Taiwan and Hong Kong. The Taiwanese students performed worse than Hong Kong students on the items of books reading, story-telling, words reading, informational purpose and straightforward process; on the other hand, they performed slightly better in letters recognizing. 2. The baseline models of parents’ educational level, home library, early reading activities, early reading abilities and reading achievement were different from Taiwan and Hong Kong. In Taiwan, parents’ educational level and home library were better than those in Hong Kong. However, early reading activities, early reading abilities and reading achievement were worse. 3. In Taiwan and Hong Kong, the higher parents’ education level was, the better reading achievements students performed. 4. In Taiwan and Hong Kong, the more amounts of home library the students had, the better reading achievement they performed. 5. In Taiwan and Hong Kong, the higher parents’ education level was, the more frequently early parent-child reading activities took place. 6. In Taiwan and Hong Kong, the more amounts of home library the students had, the more frequently early parent-child reading activities took place. 7. In Taiwan and Hong Kong, the more frequently early parent-child reading activities took place, the better early reading abilities the students had. 8. In Taiwan and Hong Kong, the better early reading abilities the students had, the better reading achievements they performed. Finally, according to the results above, the study would like to provide suggestions for parents, school teachers as well as the further studies.