- VOLUME
- Vol. 14 | (1)
- ABSTRACT FILE
-
1499855057570.pdf
- TITLE
- The effect of a national reading policy on fourth graders’ reading achievement in Taiwan
- KEYWORDS
- Happy Reading 101 Program, multilevel propensity score method, reading achievement, teachers' professional development, Taiwan
To enhance students’ reading achievement, the Ministry of in Taiwan designed a reading policy, the “Happy Reading 101 Program” (HR101P), based on school contexts and school process factors. This study describes features inherent in the HR101P and evaluates the intervention effect of the program in terms of school context and school process factors. Findings indicate only one component contained in the HR101P―enriching teachers’ knowledge―to be significantly associated with reading achievement. Prior to the implementation of the program, the interaction effect between school-level teacher professional development (TPD) and student-level reading activities was significant. Results of a multilevel propensity score method suggest that implementation of the HR101P contributes to the progress in Taiwan of the Progress in International Reading Literacy Study 2011.