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Article: A Comparison of Hong Kong Primary 4 Students' Relative Progress in Chinese and English Reading Attainment

TitleA Comparison of Hong Kong Primary 4 Students' Relative Progress in Chinese and English Reading Attainment
Authors
KeywordsGrade 4 students
Reading competency
Chinese language
English language
PIRLS
Issue Date2013
PublisherEuropean Association for Chinese Studies. The Journal's web site is located at http://www.chinesestudies.eu/index.php/111-announcements/miscellaneous-announcements-archive/221-calls-for-papers-journal-of-chinese-studies-2
Citation
Quarterly Journal of Chinese Studies, 2013, v. 1 n. 4, p. 1-16 How to Cite?
AbstractThe research reported is the third in a series of studies of Hong Kong Primary 4 students' progress in Chinese and English reading capability. The first study took place in 2004, the second in 2007, and the present study in 2010. The central purpose of the studies has been to track the Chinese and English bilingual reading competence of Primary 4 students in Hong Kong, the theoretical framework and research instruments being based on those operating in the 'Progress in International Reading Literacy Study (PIRLS)', a global comparative international survey of primary school students organized by the International Association for the Evaluation of Educational Achievement (IEA). A total of 1,410 Primary 4 students (mostly 9-year-olds) from 24 primary schools in Hong Kong were randomly selected to participate in the study. Each student completed comprehension tests that had been based upon two broad types of text: one featuring a literary type of passage and the other a transactional, information-giving passage. To cast light on performance and the way they had been taught to comprehend text, questionnaires were completed by the students, their parents, teachers and school principals. It was found that the students' average mother tongue Chinese literacy scores were well above the average international level of mother tongue reading literacy established by the IEA; 26% of the students had English reading attainment levels comparable to those achieved by native speakers of English globally; and the Hong Kong students' English reading literacy average score was on a level equivalent to 76% of the average Chinese reading literacy score reached by this sample of students. [PUBLICATION ABSTRACT]
Persistent Identifierhttp://hdl.handle.net/10722/184772
ISSN

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.contributor.authorLam, JWIen_US
dc.contributor.authorLoh, EKYen_US
dc.contributor.authorHUI, SYen_US
dc.contributor.authorNG, HWen_US
dc.date.accessioned2013-07-15T10:08:12Z-
dc.date.available2013-07-15T10:08:12Z-
dc.date.issued2013en_US
dc.identifier.citationQuarterly Journal of Chinese Studies, 2013, v. 1 n. 4, p. 1-16en_US
dc.identifier.issn2224-2716-
dc.identifier.urihttp://hdl.handle.net/10722/184772-
dc.description.abstractThe research reported is the third in a series of studies of Hong Kong Primary 4 students' progress in Chinese and English reading capability. The first study took place in 2004, the second in 2007, and the present study in 2010. The central purpose of the studies has been to track the Chinese and English bilingual reading competence of Primary 4 students in Hong Kong, the theoretical framework and research instruments being based on those operating in the 'Progress in International Reading Literacy Study (PIRLS)', a global comparative international survey of primary school students organized by the International Association for the Evaluation of Educational Achievement (IEA). A total of 1,410 Primary 4 students (mostly 9-year-olds) from 24 primary schools in Hong Kong were randomly selected to participate in the study. Each student completed comprehension tests that had been based upon two broad types of text: one featuring a literary type of passage and the other a transactional, information-giving passage. To cast light on performance and the way they had been taught to comprehend text, questionnaires were completed by the students, their parents, teachers and school principals. It was found that the students' average mother tongue Chinese literacy scores were well above the average international level of mother tongue reading literacy established by the IEA; 26% of the students had English reading attainment levels comparable to those achieved by native speakers of English globally; and the Hong Kong students' English reading literacy average score was on a level equivalent to 76% of the average Chinese reading literacy score reached by this sample of students. [PUBLICATION ABSTRACT]-
dc.languageengen_US
dc.publisherEuropean Association for Chinese Studies. The Journal's web site is located at http://www.chinesestudies.eu/index.php/111-announcements/miscellaneous-announcements-archive/221-calls-for-papers-journal-of-chinese-studies-2-
dc.relation.ispartofQuarterly Journal of Chinese Studiesen_US
dc.subjectGrade 4 students-
dc.subjectReading competency-
dc.subjectChinese language-
dc.subjectEnglish language-
dc.subjectPIRLS-
dc.titleA Comparison of Hong Kong Primary 4 Students' Relative Progress in Chinese and English Reading Attainmenten_US
dc.typeArticleen_US
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_US
dc.identifier.emailLam, JWI: jwilam@hkucc.hku.hken_US
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.authorityLam, JWI=rp00917en_US
dc.identifier.authorityLoh, EKY=rp01361en_US
dc.identifier.hkuros218972en_US
dc.identifier.volume1en_US
dc.identifier.issue4-
dc.identifier.spage1en_US
dc.identifier.epage16en_US
dc.publisher.placeSweden-

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