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This study examined the impact of the reading-related affective factors home environment and school environment on predicting the likelihood of students being either high-proficiency or low-proficiency readers. Data from 3,875 Hong Kong SAR Grade 4 students participating in an international comparative assessment were analyzed.

large-scale assessments in education

Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong