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- Publisher Website: 10.1007/s12564-013-9307-4
- Scopus: eid_2-s2.0-84902358761
- WOS: WOS:000338131700012
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Article: To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?
Title | To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition? |
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Authors | |
Keywords | Chinese reading comprehension Impact Primary 4 students Private tutoring Standardised reading attainment |
Issue Date | 2014 |
Publisher | Springer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564 |
Citation | Asia Pacific Education Review, 2014, v. 15 n. 2, p. 283-297 How to Cite? |
Abstract | The reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students’ reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader’s social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring. |
Persistent Identifier | http://hdl.handle.net/10722/200998 |
ISSN | 2023 Impact Factor: 2.3 2023 SCImago Journal Rankings: 0.700 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Tse, SK | en_US |
dc.date.accessioned | 2014-08-21T07:08:50Z | - |
dc.date.available | 2014-08-21T07:08:50Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | Asia Pacific Education Review, 2014, v. 15 n. 2, p. 283-297 | en_US |
dc.identifier.issn | 1598-1037 | - |
dc.identifier.uri | http://hdl.handle.net/10722/200998 | - |
dc.description.abstract | The reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students’ reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader’s social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring. | en_US |
dc.language | eng | en_US |
dc.publisher | Springer Netherlands. The Journal's web site is located at http://www.springer.com/education/journal/12564 | en_US |
dc.relation.ispartof | Asia Pacific Education Review | en_US |
dc.rights | The original publication is available at www.springerlink.com | en_US |
dc.subject | Chinese reading comprehension | - |
dc.subject | Impact | - |
dc.subject | Primary 4 students | - |
dc.subject | Private tutoring | - |
dc.subject | Standardised reading attainment | - |
dc.title | To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition? | en_US |
dc.type | Article | en_US |
dc.identifier.email | Tse, SK: sktse@hku.hk | en_US |
dc.identifier.authority | Tse, SK=rp00964 | en_US |
dc.identifier.doi | 10.1007/s12564-013-9307-4 | en_US |
dc.identifier.scopus | eid_2-s2.0-84902358761 | - |
dc.identifier.hkuros | 233364 | en_US |
dc.identifier.volume | 15 | en_US |
dc.identifier.issue | 2 | en_US |
dc.identifier.spage | 283 | en_US |
dc.identifier.epage | 297 | en_US |
dc.identifier.eissn | 1876-407X | - |
dc.identifier.isi | WOS:000338131700012 | - |
dc.publisher.place | Netherlands | en_US |
dc.identifier.issnl | 1598-1037 | - |