Abstract: Adolescents’ reading literacy is affected by both ascribed and self-achieved characteristics，while the research on the heterogeneity effects of the ascribed and self-achieved factors is insufficient. Based on the data from Programme for International Student Assessment (PISA) in the four provinces/municipalities of Beijing, Shanghai, Jiangsu and Zhejiang in 2018, this paper used the methods of Shapley value decomposition, quantile regression model, and structural equation model, aimed to examine the impact of ascribed and self-achieved factors on students’ reading literacy. The study finds that: (1) the effect of ascribed factors on the students’ reading literacy is significantly lower than the self-achieved factors. Using effective reading meta-cognitive strategies, keeping positive self-expectations and strong enjoyment of reading are the key elements of higher reading performance of students in the four provinces/municipalities of China. (2) The impact of family background on students’ reading literacy is heterogeneous at different stages of education, different types of schools, and different regions. (3) Self-achieved factors such as meta-cognitive strategies and reading enjoyment are more significant for students’ reading performance in upper secondary level, vocational schools, and rural areas. (4) The effects of family background on students’ reading literacy in different quantiles is lower at both ends and higher at the middle, especially for students in the 50th quantile who have the greatest influence on reading literacy. (5) Compared to understanding and remembering strategies and summarizing strategies, assess credibility strategies had a higher positive effect on students’ reading literacy in low quantiles. (6) Obsessed with digital reading or paranoid about printed reading is not the most effective reading habit. Read books equally often in paper format and on digital devices were more conducive to improving students’ reading literacy, and significantly reduced the effects of family background. These findings indicate that the key to improving adolescents’ reading literacy lies in cultivating adolescents to grasp diversified meta-cognitive strategies, strengthen the construction of communities with home-school cooperation, and promote the deep integration of digital reading and printed reading.

Key words: Reading literacy, ascribed factors, self-achieved factors, Sharpe value decomposition, quantile regression