Abstract
This study investigated Chinese reading literacy performance (i.e., reading comprehension, listening comprehension, size of Chinese characters) of students in remote areas and possible factors that influenced students' reading comprehension. Nine hundred and one seventh graders, including 769 Han and 132 Atayal students, were selected from 6 remote junior high schools in Ilan and Taoyuan. Results showed that Chinese reading literacy performance of Atayal students was significantly poorer than Han students. Moreover, moderate correlations were found among measures of reading comprehension, listening comprehension and size of Chinese characters literacy for both groups. The analysis also revealed that size of Chinese characters listening comprehension, and father's educational degree were significantly associated with student performance on reading comprehension. Implications for remedial instruction and suggestions for future research were discussed.