@article{8677011,
  abstract     = {{Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student- level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated  student’s  MARS and autonomous  reading motivation  were  the  two most powerful correlates  of reading  comprehension  among  the  significant  variables.  Furthermore,  teacher’s  qualification  and  experience moderated  the  strength  of  the  relationship  between  MARS  and  reading  comprehension.  Implications  for  future research, policy making, and improvement of reading instruction are discussed.}},
  author       = {{Wu, Lin and Valcke, Martin and Van Keer, Hilde}},
  issn         = {{2630-5984}},
  journal      = {{EDUCATIONAL SCIENCES-THEORY & PRACTICE}},
  keywords     = {{Secondary school students,reading comprehension,reading motivation,metacognitive awareness,explanatory variables}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{34--47}},
  title        = {{Factors associated with reading comprehension of secondary school students}},
  url          = {{http://dx.doi.org/10.12738/estp.2019.4.003}},
  volume       = {{19}},
  year         = {{2019}},
}

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