並列篇名 |
The Relationship Among Primary School Students’Family Socioeconomic Status, Home Resources for Learning, Digital Devices, Reading Confidence, Happiness, Parental Liking for Reading and Reading Achievement |
英文摘要 |
This study used the data of 3,909 fourth-grade elementary school students who participated in the Progress in International Reading Literacy Study in Taiwan in 2016 to explore the relationships among the socioeconomic status of the students’families, home resources for learning, digital devices, reading confidence, happiness, parental liking for reading and reading achievement. The conclusions were as follows: The ranking of variables which affect reading achievement in the order of importance were reading confidence, home resources for learning, family socioeconomic status, digital devices, parental liking for reading, and happiness. The contribution of this study was to find that, for fourth-grade elementary school students in Taiwan, reading confidence was the most important factor which affect reading achievement. Also, home resources for learning cannot be ignored; digital devices and parental liking for reading were also key factors related to reading achievement. In the digital age, home resources for learning in this area at home and parental liking for reading can improve children’s reading achievement. Based on the conclusions and discussion of this study, some specific recommendations are provided. |