Print Exposure of Taiwanese Fifth Graders: Measurement and Prediction

Abstract

Since Taiwanese readers have international and multicultural reading interests and habits, this study aims to develop a Chinese title recognition test, a translated title recognition test (TTRT), and a Chinese author recognition test as measures of print exposure for fifth graders in Taiwan, and to investigate the relative extent to which print-exposure scores, diary estimates of reading time, reading attitude, and activity preference help predict performance on number of Chinese characters recognized and reading comprehension score. The sample consisted of 318 (153 boys and 165 girls) fifth graders in 11 classes from three elementary schools in Northern Taiwan. Data analysis was performed by Pearson moments correlation and hierarchical regression analysis. We found that, TTRT and TRT composite scores had substantial prediction power for vocabulary size beyond the book-reading time estimates and print-disposition variables, and for reading comprehension beyond vocabulary size, the book-reading time estimates, and print-disposition variables. Our findings corroborate those of previous Western studies on the linkage between print exposure and reading abilities. At the same time, they invite more conversation about evaluating the various instruments used in the area of reading habits, reading disposition, and print exposure, and provide a rationale for developing an instrument of print exposure for children from non-English speaking countries.