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Article: The role of teachers' cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension

TitleThe role of teachers' cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension
Authors
KeywordsChinese learner
Cognitive support
Instructional practices
Motivation
Reading comprehension
Issue Date2011
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2011, v. 27 n. 1, p. 73-84 How to Cite?
AbstractThis study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students' motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students' subjective reports on their motivation and their teachers' teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read. © 2010 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/135608
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2011-07-27T01:37:30Z-
dc.date.available2011-07-27T01:37:30Z-
dc.date.issued2011en_HK
dc.identifier.citationTeaching And Teacher Education, 2011, v. 27 n. 1, p. 73-84en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/135608-
dc.description.abstractThis study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students' motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students' subjective reports on their motivation and their teachers' teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read. © 2010 Elsevier Ltd.en_HK
dc.languageengen_US
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.subjectChinese learneren_HK
dc.subjectCognitive supporten_HK
dc.subjectInstructional practicesen_HK
dc.subjectMotivationen_HK
dc.subjectReading comprehensionen_HK
dc.titleThe role of teachers' cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehensionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0742-051X&volume=27&issue=1&spage=73&epage=84&date=2011&atitle=The+role+of+teachers%27+cognitive+support+in+motivating+young+Hong+Kong+Chinese+children+to+read+and+enhancing+reading+comprehension-
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2010.07.004en_HK
dc.identifier.scopuseid_2-s2.0-78649325302en_HK
dc.identifier.hkuros188229en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78649325302&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume27en_HK
dc.identifier.issue1en_HK
dc.identifier.spage73en_HK
dc.identifier.epage84en_HK
dc.identifier.eissn1879-2480-
dc.identifier.isiWOS:000285443300010-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.citeulike7717693-

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