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Chinese secondary school students’ reading engagement profiles: associations with reading comprehension

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Abstract

The current study aimed to identify stable and interpretable profiles of 18,338 Chinese secondary school students in eighth grade on the basis of three aspects of reading engagement: behavioral, emotional, and cognitive engagement. Furthermore, the relationship between reading comprehension and these reading engagement profiles was investigated. Latent profile analysis revealed six groupings of individuals representing different patterns of the three aspects of reading engagement. These consistent patterns were labeled Large Amount/Strong Engagement (LA/SE) and Small Amount/Weak Engagement (SA/WE), respectively (0.50–1.75 SD above/below the mean), while the mixed patterns were labeled Large Amount/Moderate Engagement (LA/ME), Large Amount/Weak Engagement (LA/WE), Small Amount/Moderate Engagement (SA/ME), and Small Amount/Strong Engagement (SA/SE). The results (derived from the statistical analyses of consistent patterns) revealed that to some extent, the reading engagement profiles were linearly associated with reading comprehension. On the other hand, the mixed patterns suggest that the reading engagement profiles could be differentially associated with reading comprehension. The findings support the utility of exploring multidimensional reading engagement profiles in planning instruction to improve Chinese secondary school students’ reading skills. Implications for reading instruction and research are discussed.

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Acknowledgements

We acknowledge the financial support received from the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, and we thank all participating teachers, students, and parents. This research was supported by grants from the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University (17QYHX-A001), by the Youth Foundation of Social Science and Humanity Research, Ministry of Education of the People’s Republic of China (18YJ880042), and by the Fundamental Research Funds for the Central Universities (310,422,107).

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  1. All authors contributed to the study conception and design. Guomin Zheng is the corresponding author, Jiangze Lin and Qian Li are the co-first authors of the article. Materials preparation, data collection, and analysis were performed by Jiangze Lin. The first draft of the manuscript was written by Jiangze Lin, Qian Li, and Haoqi Sun, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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  1. School of Chinese Language and Literature, Beijing Normal University, Xin Jie Kou Wai Street #19, Beijing, 100875, People’s Republic of China

    Jiangze Lin & Guomin Zheng

  2. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Xin Jie Kou Wai Street #19, Beijing, 100875, People’s Republic of China

    Qian Li & Haoqi Sun

  3. Department of Special Education, Faculty of Education, East China Normal University, Zhong Shan Bei Road #3663, Shanghai, 200062, People’s Republic of China

    Zhijun Huang

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All authors contributed to the study conception and design. Guomin Zheng is the corresponding author, Jiangze Lin and Qian Li are the co-first authors of the article. Materials preparation, data collection, and analysis were performed by Jiangze Lin. The first draft of the manuscript was written by Jiangze Lin, Qian Li, and Haoqi Sun, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Lin, J., Li, Q., Sun, H. et al. Chinese secondary school students’ reading engagement profiles: associations with reading comprehension. Read Writ 34, 2257–2287 (2021). https://doi.org/10.1007/s11145-021-10139-4

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