Abstract:

The present study develops the multi-dimensional model and a new scale of deep reading literacy to measure the in-depth reading literacy of secondary school students, using 1,185 students in Chinese lower and higher secondary schools. The exploratory factor analysis and confirmatory factor analysis were utilized as the primary statistical technique based on the theoretical hypothesis of Deep Learning and Deep Reading. The six-dimensional factor structure was identified in three groups of samples, namely Deep Comprehension, Creative Expression, Intrinsic Motivation, High-Order Thinking, Multi-directional Dialogue and Empathetic Experience. Meanwhile, the Deep Reading Literacy Scale (DRLS) consists of six dimensions and 23 items that is a suitable tool to measure the in-depth reading literacy of secondary school students in reading class.

Keywords:

Reading literacy, deep reading, scale, measurement model, secondary school students.