Abstract
Reading is one of the aspects that help students achieve optimal performance in their education. There are several determining factors that can affect reading, particularly its promotion by teachers, and the students’ behavior and comprehension. This paper seeks to determine the relationship between reading promotion, behavior, and comprehension and educational achievement in Mexican high school students. Our sample consisted of 7,299 students, with an average age of 15.8 years. We analyzed their answers to a questionnaire as well as the database from the 2018 Program for International Student Assessment (PISA) test. A theoretical model was built using the reading promotion, reading behavior, reading comprehension, and educational achievement factors; the model was evaluated using the structural equation modelling technique. We found a positive and significant relationship between reading promotion, behavior, and comprehension and educational achievement. We conclude that, in order to improve educational achievement, teachers should perform specific actions to promote favorable reading behavior and comprehension among high school students in Mexico.
| Original language | English |
|---|---|
| Article number | 1844850 |
| Pages (from-to) | 1 |
| Number of pages | 15 |
| Journal | Cogent Education |
| Volume | 7 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 8 Nov 2020 |
Bibliographical note
Funding Information:By grants R00CA207872, R01CA242735, and R01CA192492 from the National Institutes of Health. Data collection was additionally supported by the BCSC (www.bcsc-research. org/) with funding from the National Cancer Institute (grants P01CA154292 and U54CA163303) and the Patient-Centered Outcomes Research Institute (grant PCS-1504-30370). Cancer and vital status data collection were supported in part by several U.S. state public health departments and cancer registries (www.bcscresearch.org/about/work-acknowledgement).
Funding Information:
Financial Support: By grants R00CA207872, R01CA242735, and R01CA192492 from the National Institutes of Health. Data collection was additionally supported by the BCSC (www.bcsc-research. org/) with funding from the National Cancer Institute (grants P01CA154292 and U54CA163303) and the Patient-Centered Outcomes Research Institute (grant PCS-1504-30370). Cancer and vital status data collection were supported in part by several U.S. state public health departments and cancer registries (www.bcsc-research.org/about/work-acknowledgement).
Funding Information:
This study was funded by the National Cancer Institute, which had no role in design, analysis, manuscript preparation, or the decision to submit the manuscript for publication.
Publisher Copyright:
© 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
All Science Journal Classification (ASJC) codes
- Education