Introduction. This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong.
Method. Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students’ reading performances were analysed.
Analysis. The survey data of 3,875 Hong Kong primary school students’ reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling.
Findings. The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children’s use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students’ reading attainment.
Conclusion. This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students’ reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students’ reading attainment.