Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/66878
DC Field | Value | Language |
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dc.contributor | Department of Rehabilitation Sciences | - |
dc.creator | Cheung, WM | - |
dc.creator | Lam, JWI | - |
dc.creator | Au, DWH | - |
dc.creator | Tsang, HWH | - |
dc.creator | Chan, SWY | - |
dc.date.accessioned | 2017-05-22T02:26:55Z | - |
dc.date.available | 2017-05-22T02:26:55Z | - |
dc.identifier.issn | 2090-4002 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/66878 | - |
dc.language.iso | en | en_US |
dc.publisher | Hindawi | en_US |
dc.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. | en_US |
dc.rights | 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. | en_US |
dc.title | Examining factor structure of the Chinese version of the PIRLS 2011 home questionnaire | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.doi | 10.1155/2016/7574107 | en_US |
dcterms.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. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Education research international, 2016 | - |
dcterms.isPartOf | Education research international | - |
dcterms.issued | 2016 | - |
dc.identifier.isi | WOS:000381124300001 | - |
dc.identifier.ros | 2016005064 | - |
dc.identifier.eissn | 2090-4010 | en_US |
dc.identifier.rosgroupid | 2016004923 | - |
dc.description.ros | 2016-2017 > Academic research: refereed > Publication in refereed journal | en_US |
dc.description.validate | 201811_a bcma | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | OA_IR/PIRA | en_US |
dc.description.pubStatus | Published | en_US |
dc.description.oaCategory | CC | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
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Cheung_Examining_factor_structure.pdf | 1.13 MB | Adobe PDF | View/Open |
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