Factor Structure and Measurement Invariance of the Chinese Reading Strategy Scale (CRSS): A Bifactor Analysis.
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| Title: | Factor Structure and Measurement Invariance of the Chinese Reading Strategy Scale (CRSS): A Bifactor Analysis. |
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| Authors: | Liu, Na1 (AUTHOR), Zhao, Mingren2 (AUTHOR), Jin, Rui2 (AUTHOR) rji227@szu.edu.cn |
| Source: | Psychology in the Schools. Nov2025, Vol. 62 Issue 11, p4398-4410. 13p. |
| Subject Terms: | *Reading strategies, *Factor structure, *Outcome assessment (Education), *Chinese-speaking students, Statistical reliability, Confirmatory factor analysis |
| Geographic Terms: | China |
| Abstract: | Empirical research has extensively used the reading strategy scales to explore English reading strategies within the Chinese context. However, there is a lack of studies examining the reading strategies used by Chinese students in their native language (L1). Considering the differences between Chinese logographic characters and alphabetic English scripts, Chinese readers may employ distinctive strategies. To fill this gap, this study used the confirmatory factor analysis (CFA) and multigroup CFA (MCFA) to examine the factor structure and measurement invariance of the Chinese version of the Reading Strategy Scale (RSS; Grabe and Stoller). The assessment data involved 379 students from an urban public middle school in southern China. The results showed that compared with the one‐factor model, three‐factor model, and second‐order model, the bifactor model better represented the Chinese RSS's (CRSS) structure in terms of significant Chi‐square (χ2) test and smaller AIC, BIC, and RMSEA values. Also, measurement invariance across genders and student grade levels was established. These findings support a bifactor conceptualization of the CRSS and demonstrate its invariance across genders and grade levels. Therefore, CRSS can be used as a valid and reliable instrument for measuring three domains of Chinese secondary students' self‐reported reading strategies. The educational implications for research and practice are discussed. Practitioner Points: Chinese reading strategies differ from English strategies.The bifactor model works best for CRSS.CRSS is reliable for all students. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Empirical research has extensively used the reading strategy scales to explore English reading strategies within the Chinese context. However, there is a lack of studies examining the reading strategies used by Chinese students in their native language (L1). Considering the differences between Chinese logographic characters and alphabetic English scripts, Chinese readers may employ distinctive strategies. To fill this gap, this study used the confirmatory factor analysis (CFA) and multigroup CFA (MCFA) to examine the factor structure and measurement invariance of the Chinese version of the Reading Strategy Scale (RSS; Grabe and Stoller). The assessment data involved 379 students from an urban public middle school in southern China. The results showed that compared with the one‐factor model, three‐factor model, and second‐order model, the bifactor model better represented the Chinese RSS's (CRSS) structure in terms of significant Chi‐square (χ2) test and smaller AIC, BIC, and RMSEA values. Also, measurement invariance across genders and student grade levels was established. These findings support a bifactor conceptualization of the CRSS and demonstrate its invariance across genders and grade levels. Therefore, CRSS can be used as a valid and reliable instrument for measuring three domains of Chinese secondary students' self‐reported reading strategies. The educational implications for research and practice are discussed. Practitioner Points: Chinese reading strategies differ from English strategies.The bifactor model works best for CRSS.CRSS is reliable for all students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.70008 |
