Xiao-Yun Xiao
Datos Biográficos
| ID | 6817458 |
|---|---|
| NOMBRE | Xiao-Yun Xiao |
| NOMBRES | Xiao-Yun |
| APELLIDO | Xiao |
| FIRMA | XIAO X |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 1 |
How motivational constructs predict reading amount and reading achievement
This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that readi…
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
How motivational constructs predict reading amount and reading achievement
This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that readi…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
How motivational constructs predict reading amount and reading achievement
This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that readi…
Psychology (4 obras) · Computer Science (3 obras) · Linguistics (3 obras) · Literacy (3 obras) · Pedagogy (3 obras) · Reading and Literacy Development (3 obras) · Mathematics education (2 obras) · Reading (process (2 obras) · Reading motivation (2 obras) · Cognition (1 obras)