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Article: Bridging the gap: A longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition

TitleBridging the gap: A longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition
Authors
KeywordsChinese literacy acquisition
Early years context
Pedagogical gap
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09575146.asp
Citation
Early Years, 2011, v. 31 n. 1, p. 57-70 How to Cite?
AbstractThis longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middleclass families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed. © 2011 TACTYC.
Persistent Identifierhttp://hdl.handle.net/10722/135573
ISSN
2015 SCImago Journal Rankings: 0.891
References

 

DC FieldValueLanguage
dc.contributor.authorLi, Hen_HK
dc.contributor.authorRao, Nen_HK
dc.contributor.authorTse, SKen_HK
dc.date.accessioned2011-07-27T01:37:20Z-
dc.date.available2011-07-27T01:37:20Z-
dc.date.issued2011en_HK
dc.identifier.citationEarly Years, 2011, v. 31 n. 1, p. 57-70en_HK
dc.identifier.issn0957-5146en_HK
dc.identifier.urihttp://hdl.handle.net/10722/135573-
dc.description.abstractThis longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middleclass families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed. © 2011 TACTYC.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09575146.aspen_HK
dc.relation.ispartofEarly Yearsen_HK
dc.subjectChinese literacy acquisitionen_HK
dc.subjectEarly years contexten_HK
dc.subjectPedagogical gapen_HK
dc.titleBridging the gap: A longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisitionen_HK
dc.typeArticleen_HK
dc.identifier.emailLi, H: huili@hkucc.hku.hken_HK
dc.identifier.emailRao, N: nrao@hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.authorityLi, H=rp00926en_HK
dc.identifier.authorityRao, N=rp00953en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09575146.2010.515944en_HK
dc.identifier.scopuseid_2-s2.0-79952394839en_HK
dc.identifier.hkuros186518en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79952394839&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue1en_HK
dc.identifier.spage57en_HK
dc.identifier.epage70en_HK
dc.identifier.eissn1472-4421-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLi, H=35220135900en_HK
dc.identifier.scopusauthoridRao, N=7401628868en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.citeulike9001827-

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