Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/66878
Title: Examining factor structure of the Chinese version of the PIRLS 2011 home questionnaire
Authors: Cheung, WM
Lam, JWI
Au, DWH
Tsang, HWH 
Chan, SWY
Issue Date: 2016
Publisher: Hindawi
Source: Education research international, 2016 How to cite?
Journal: Education research international 
Abstract: The home questionnaire of the Progress in International Reading Literacy Study (PIRLS-HQ 2011) was designed to gather information from parents or primary caregivers of fourth-grade pupils on their reading literacy development related to aspects of pupils’ home lives across countries/districts. The questionnaire was translated into different languages for international comparison and research purposes. This study aims to assess the psychometric properties of the Chinese version of the PIRLS 2011 home questionnaire (PIRLS-HQCV 2011) and identify the underlying factor structure using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) among Chinese fourth-grade pupils in Hong Kong. A 7-factor structure model has been identified by EFA and confirmed to resemble much to the original PIRLS structure by CFA. Additional conceptually important domains have been identified which add further insights into the inconclusive results in the literature regarding the relationship between home factors and reading achievement. Implications for further studies are discussed.
URI: http://hdl.handle.net/10397/66878
ISSN: 2090-4002
EISSN: 2090-4010
DOI: 10.1155/2016/7574107
Rights: Copyright © 2016 Wai Ming Cheung et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The following article: Wai Ming Cheung, Joseph W. I. Lam, Doreen W. H. Au, Hector W. H. Tsang, and Stephanie W. Y. Chan, “Examining Factor Structure of the Chinese Version of the PIRLS 2011 Home Questionnaire,” Education Research International, vol. 2016, Article ID 7574107, 11 pages, 2016 is available at https://doi.org/10.1155/2016/7574107.
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