Teacher Support, Reading Strategy and Reading Literacy: A Two-Level Mediation Model
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Published
May 31, 2019
Abstract
The purpose of this study was to use the data consisted of 5,115 fifteen-year-old Shanghai students in 152 schools from the PISA 2009, by building cross-level mediation model, to explore how the influence on students’ reading literacy from teachers’ support through learning strategy. The results revealed that teacher support is positively directly related to students’ reading literacyStudents’ learning strategy (such as elaboration strategy and control strategy) and metacognition strategy were cross-level mediators between teachers’ support and their students’ reading literacy; But memory strategy in the learning strategy does not play a cross-level mediation effect.
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Keywords
Teacher Support, Learning Strategy, Reading Literacy, Hierarchical Liner Modeling, PISA
Supporting Agencies
This work was supported by the National Social Science Foundation of China (The Ideas and Results of PISA and Its Implications for China’s Education Examination, CBA130127), 13th Five-Year Plan Research Project of Philosophy and Social Science in Guangdong, China (GD17XXL02), and Innovation Project of Educational Science in Guangdong, China (2016GXJK032).
References
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Chen, Q., & Shiu, L. P. (2008). Self-regulation and Feedback in Learning from Texts. International Journal of Psychology, 43(3): 237.
Chen, Q., Li, W., Huang, B., Yang, S., & Yuan, L. (2017). The revelation of finance education and financial literacy research from PISA financial literacy assessment. Global Education, 46(3): 6-15.
De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of educational psychology, 104(4): 1006-1021.
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Fang, J., Zhang, M., Chiou, H. (2010). Multilevel Mediation Based on Hierarchical Linear Model. Advances in Psychological Science, 18(8): 1329-1338.
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Law Y. (2011). The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education, 27(1): 73-84.
Li, X., & Chang, L. (2013). The influence of teacher harshness on the relationship of student problem behaviors, classroom climate and self-perceived social competence. Global Education, 42(1): 121-128.
Martin, A. J., Liem, G. A., Mok, M., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA). Journal of educational psychology, 104(4): 1054-1073.
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Shiu, L. P., & Chen, Q. (2013). Self and External Monitoring of Reading Comprehension. Journal of Educational Psychology, 105(1): 78-88.
Xu, Y., & Chen, Q. (2013). Why judgments are inaccurate? Explanations from evolutionary psychology and brain science. Psychological Science, 36(2): 506-509.
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Yuan, L., Chen, Q., & Xu, Y. (2015). Research on reading strategy instruction and its implications. Global Education, 44(7): 120-128.
Zhang, W., & Xin, T. (2012). A cross-culture comparison study of the impact of reading engagement on reading literacy: Based on PISA 2009. Psychological Development and Education, 28(2):175-183.
Zhang, Z. (2010). The Contextualization and Multilevel Issues in Research of Organizational Psychology. Acta Psychologica Sinica, 42(1): 10-21.
Zhang, Z., Zyphur, M. J., & Preacher, K. J. (2009). Testing multilevel mediation using hierarchical linear models: Problems and solutions. Organizational Research Methods, 12(4): 695-719.
Chen, Q. (2009). Metacomprehension monitoring and regulation in reading comprehension. Acta Psychologica Sinica, 41(8): 676-683.
Chen, Q. (2010). Metacomprehension: Dynamically interacting system. Psychological Development and Education, 26(3): 329-336.
Chen, Q., & Shiu, L. P. (2007). Metacomprehension monitoring and self-regulation in reading comprehension. Kaifeng: The 11th National Academic Congress of Psychology.
Chen, Q., & Shiu, L. P. (2008). Self-regulation and Feedback in Learning from Texts. International Journal of Psychology, 43(3): 237.
Chen, Q., Li, W., Huang, B., Yang, S., & Yuan, L. (2017). The revelation of finance education and financial literacy research from PISA financial literacy assessment. Global Education, 46(3): 6-15.
De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of educational psychology, 104(4): 1006-1021.
Dietrich, J., Dicke, A. L., Kracke, B., & Noack, P. (2015). Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects. Learning and Instruction, 39: 45-54.
Fang, J., Zhang, M., Chiou, H. (2010). Multilevel Mediation Based on Hierarchical Linear Model. Advances in Psychological Science, 18(8): 1329-1338.
Finn J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter?. Handbook of research on student engagement (pp. 97-131). Springer, Boston, MA.
Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point & Query, AutoTutor, and iSTART. Educational psychologist, 40(4): 225-234.
Guthrie, J. T., Wigfield A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. Handbook of research on student engagement (pp. 601-634). Springer, Boston, MA.
Hilden, K. R., & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading & Writing Quarterly, 23(1): 51-75.
Jackson, T., Boonthum-Denecke, C., & McNamara, D. (2015). Natural language processing and game-based practice in iSTART. Journal of Interactive Learning Research, 26(2): 189-208.
Kigel R M, McElvany N, Becker M. (2015). Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Learning and Instruction, 35: 73-84.
Klein, K. J., & Kozlowski, S. W. (2000). From micro to meso: Critical steps in conceptualizing and conducting multilevel research. Organizational research methods, 3(3): 211-236.
Law Y. (2011). The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education, 27(1): 73-84.
Li, X., & Chang, L. (2013). The influence of teacher harshness on the relationship of student problem behaviors, classroom climate and self-perceived social competence. Global Education, 42(1): 121-128.
Martin, A. J., Liem, G. A., Mok, M., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA). Journal of educational psychology, 104(4): 1054-1073.
McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
National Reading Panel (US), National Institute of Child Health, Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health.
Netten, A., Voeten, M., Droop, M., & Verhoeven, L. (2014). Sociocultural and educational factors for reading literacy decline in the Netherlands in the past decade. Learning and Individual Differences, 32: 9-18.
Organization for Economic Co-operation and Development. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy: OECD Publishing.
Palinscar A., & Brown A. L. Reciprocal teaching. (2012). International guide to student achievement, 369-371.
Qian, W. (2013). The practice of Chinese extracurricular reading support for junior high school students. Shanghai Normal University, Shanghai, China.
Rogers A. (2014). PISA, power and policy: The emergence of global educational governance. International Review of Education, 60(4): 591-596.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4): 479-530.
Shiu, L. P., & Chen, Q. (2013). Self and External Monitoring of Reading Comprehension. Journal of Educational Psychology, 105(1): 78-88.
Xu, Y., & Chen, Q. (2013). Why judgments are inaccurate? Explanations from evolutionary psychology and brain science. Psychological Science, 36(2): 506-509.
Yu, C. (2016). Junior high school language extracurricular reading instructor strategy. Central China Normal University, Wuhan, China.
Yuan, L., Chen, Q., & Xu, Y. (2015). Research on reading strategy instruction and its implications. Global Education, 44(7): 120-128.
Zhang, W., & Xin, T. (2012). A cross-culture comparison study of the impact of reading engagement on reading literacy: Based on PISA 2009. Psychological Development and Education, 28(2):175-183.
Zhang, Z. (2010). The Contextualization and Multilevel Issues in Research of Organizational Psychology. Acta Psychologica Sinica, 42(1): 10-21.
Zhang, Z., Zyphur, M. J., & Preacher, K. J. (2009). Testing multilevel mediation using hierarchical linear models: Problems and solutions. Organizational Research Methods, 12(4): 695-719.
How to Cite
Chen, Q., Lei, Y., Wen, Z., Li, S., Li, J., & Kong, Y. (2019). Teacher Support, Reading Strategy and Reading Literacy: A Two-Level Mediation Model. Best Evidence in Chinese Education, 2(1), 157–170. https://doi.org/10.15354/bece.19.ar1036
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