Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach-Reference-Cited by-同舟云学术

Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach

Published:2021-06-14 Issue:1 Volume:35 Page:93-127
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Hu Jie^ORCID,Dong Xin,Peng Yi

Funder

Philosophical and Social Sciences Planning Project of Zhejiang Province in 2020

Fundamental Research Funds for the Central Universities of Zhejiang University

Second Batch of 2019 Industry-University Collaborative Education Project of Chinese Ministry of Education

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-021-10176-z.pdf

Reference91 articles.

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3. Araújo, L., & Costa, P. (2015). Home book reading and reading achievement in EU countries: The progress in international reading literacy study 2011 (PIRLS). Educational Research and Evaluation, 21, 422–438. https://doi.org/10.1080/13803611.2015.1111803

4. Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2010). Influence of motivation, self–beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14, 233–259. https://doi.org/10.1007/s11218-010-9144-9

5. Chen, J., Zhang, Y., & Hu, J. (2021). Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy. Reading and Writing: An Interdisciplinary Journal, 34(1), 199–230. https://doi.org/10.1007/s11145-020-10070-0

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