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The correlation between out-of-school and in-school reading resources with primary school students’ reading attainment

机译：校外和校内阅读资源与小学生阅读能力之间的关系

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This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong. Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students’ reading performances were analysed. The survey data of 3,875 Hong Kong primary school students’ reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling. The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children’s use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students’ reading attainment. This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students’ reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students’ reading attainment.
机译：这项研究探讨了学校，教室，家庭和社会环境中可用的阅读资源对香港四年级小学生阅读能力的影响。据报道，香港学生在《 2011年国际阅读素养研究进展》中的阅读表现数据。分析了3875名香港小学生阅读表现的调查数据。使用多层模型对3,875名香港小学生的阅读表现及其获得的校外或校内阅读资源的访问数据进行了统计分析。分析显示，在家中的书籍数量，读者在家里阅读所花费的时间，学校和家庭中的识字设施以及孩子们对学校和当地图书馆的使用，都极大地影响了他们的阅读能力。结果还显示了家庭阅读设施和鼓励的积极影响，以及公共和学校资源的使用对学生的阅读成就的影响。这项研究应用了多层次建模，以同时评估家庭，教室和图书馆中的阅读资源对学生阅读能力的影响。它证明了在家庭和家庭环境中获取阅读材料对于学生阅读能力的重要性。

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