Reading promotion, behavior, and comprehension and its relationship to the educational achievement of Mexican high school students

Figures & data

Figure 1. Theoretical model. Source: Prepared by the authors

Table 1. Factors, variables and variable values

Factors	Variables	Variable values
Reading promotion	The teacher encourages students to express their opinions about a text. (RP1) The teacher helps students relate the stories they read to their lives. (RP2) The teacher shows students how the information in texts builds on what they already know. (RP3) The teacher poses questions that motivate students to participate actively. (RP4)	Never or hardly ever In some lessons In most lessons In all lessons
Reading behavior	I read only if I have to. (RB1) Reading is one of my favorite hobbies. (RB2) I like talking about books with other people. (RB3) For me, reading is a waste of time. (RB4) I read only to get information that I need. (RB5)	Strongly disagree Disagree Agree Strongly agree
Reading comprehension	I am a good reader. (RC1) I am able to understand difficult texts. (RC2) I read fluently. (RC3)	Strongly disagree Disagree Agree Strongly agree

Source: Prepared by the authors, including information collected from PISA 2018.

Table 2. Exploratory factor analysis

Variable	Factors
	RP	RB	RC
The teacher shows students how the information in texts builds on what they already know.	0.863	−0.017	−0.062
The teacher poses questions that motivate students to participate actively.	0.830	−0.055	−0.039
The teacher encourages students to express their opinions about a text.	0.811	−0.075	−0.077
The teacher helps students relate the stories they read to their lives.	0.806	0.009	−0.030
I read only to get information that I need.	0.034	0.793	0.051
I read only if I have to.	0.025	0.783	0.058
Reading is one of my favorite hobbies.	−0.097	0.692	0.263
For me, reading is a waste of time.	−0.031	0.676	0.094
I like talking about books with other people.	−0.115	0.647	0.278
I read fluently.	−0.037	0.115	0.796
I am a good reader.	−0.061	0.279	0.778
I am able to understand difficult texts.	−0.069	0.122	0.760

Source: Prepared by the authors, including information collected from PISA 2018.

Figure 2. Confirmatory factor analysis. Source: Prepared by the authors

Figure 3. Empirical model. Source: Prepared by the authors