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Research on International Reading Literacy: factor structure of Chinese version of student questionnaire (pirls-sqcv 2011)

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Document pages: 12 pages

Abstract: The student questionnaire (pirls-sq 2011) of international research progress in reading literacy (pirls) aims to collect information about the development of reading literacy from students from different countries regions, including students self life, family and school life. For the purpose of research and international comparison, the questionnaire was translated into various languages. In this study, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to study the psychometric characteristics of Chinese student questionnaire (pipls-sql CV 2011), and the psychological structure of the fourth primary school student in Hong Kong. A 10 factor structural model is determined, which is very similar to the original model PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.

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