A typology of students’ reading engagement for teacher-directed reading intervention proposals

UM > Faculty of Education

Status	已發表Published
	A typology of students’ reading engagement for teacher-directed reading intervention proposals
	Mak, S. K.; Cheung, K. C.
	2013-08-01
Source Publication	15th Biennial EARLI Conference
Abstract	The present study seeks to develop a typology of college students’ reading engagement aiming at providing research-based evidence to inform practicing teachers on how to help students advance in reading literacy development. After establishing through literature review that “Fondness for reading”, “Aspiration for reading”, and “Proficiency in reading” are three pertinent facets of reading engagement variables affecting reading literacy performance, the effectiveness of variables pertaining to these facets are examined using Macao data drawn from the PISA 2009 Reading Literacy Study. Apart from using a variable-centered data analytic approach, a person-centered approach is adopted for making evidence-based teacher-directed reading intervention proposals. Using latent profile analyses, a typology of college student reading engagement classified in terms of the empirically verified reading engagement variables is developed. The present study reveals that in the 45 secondary schools in Macao there exist eight latent classes of students each of which can be identified with specific reading engagement characteristics. Evidence-based reading interventions may be proposed so as to inform practicing teachers to help college students enhance their reading literacy performance.
Keyword	reading engagement reading enjoyment reading strategy reading literacy latent profile analysis
Language	英語English
The Source to Article	PB_Publication
PUB ID	12489
Document Type	Conference paper
Collection	Faculty of Education
Recommended Citation GB/T 7714	Mak, S. K.,Cheung, K. C.. A typology of students’ reading engagement for teacher-directed reading intervention proposals[C], 2013.
APA	Mak, S. K.., & Cheung, K. C. (2013). A typology of students’ reading engagement for teacher-directed reading intervention proposals. 15th Biennial EARLI Conference.

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