The Impact of Family socio-economic status, Parents’ Reading Attitude and Personal Reading Characteristics on Reading Achievement：Evidence from Taiwan PIRLS 2006

• Main Authors: Hsiang-Ting Peng, 彭湘婷
• Other Authors: Fang-Chung Chang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/65101684413017637609

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === This study is to investigate Taiwan 4th grade of elementary school students’ Family socioeconomic status, parents’ reading attitude, personal reading characteristic and reading achievement. And further, it is to find out the relationships and to explore the model among Family socioeconomic status, parents’ reading attitude affect reading achievement through personal reading characteristic. This study is base on evidence from Taiwan PIRLS 2006(Progress in International Reading Literacy Study, PIRLS) the respondents of this study are 4th grade students of elementary school. It is mainly based on questionnaires and reading tests. In terms of the questionnaire, 150 schools were collected; 4,589 respondents participated in reading tests. The results of this study are as follows: 1. Girls’ reading attitude, self-concept and reading achievement are higher than boys’. 2. Students’ family socio-economic status and parents’ educational degree are higher, their reading achievement is better. 3. Students’ reading attitude and self-concept are higher, their reading achievement is batter. 4. Parents’ reading attitude affects reading achievement through personal reading characteristics. 5. Parents’ reading attitude is higher; students’ reading achievement is batter. 6. Students’ family socio-economic status is higher, their reading attitude and self-concept are higher. 7. Parents’ reading attitude is higher; students’ reading attitude and self-concept are higher.