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Conference Paper: Enhancing primary 4 students' reading comprehension ability through drama in education and reading theories
| Title | Enhancing primary 4 students' reading comprehension ability through drama in education and reading theories 运用戏剧教学法和阅读理论，对提升小四学生阅读理解能力的成效研究 |
|---|---|
| Authors | |
| Issue Date | 2014 |
| Publisher | Zhejiang University. |
| Citation | The 2014 International Conference on Understanding and Dialogue: Education of Literature and Language in the Context of Globalization, Zhejiang University, Hangzhou, China, 6-7 December 2014. In Conference Proceedings, 2014, p. 1-12 How to Cite? |
| Abstract | The study presents an intervention based on an interactive approach to teaching of reading, applying reading theories including the reading schema theory, situational model, reader-response theory and the bridging inferences with drama in education. Results found that compared with the traditional “bottom up” and “top down” approaches, the Primary Four cohort examined had gained a deeper understanding of the text with their reading interests and engagement level enhanced, while their moral and independent learning abilities had been developed as well. |
| Persistent Identifier | http://hdl.handle.net/10722/217701 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Loh, EKY | - |
| dc.date.accessioned | 2015-09-18T06:10:41Z | - |
| dc.date.available | 2015-09-18T06:10:41Z | - |
| dc.date.issued | 2014 | - |
| dc.identifier.citation | The 2014 International Conference on Understanding and Dialogue: Education of Literature and Language in the Context of Globalization, Zhejiang University, Hangzhou, China, 6-7 December 2014. In Conference Proceedings, 2014, p. 1-12 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/217701 | - |
| dc.description.abstract | The study presents an intervention based on an interactive approach to teaching of reading, applying reading theories including the reading schema theory, situational model, reader-response theory and the bridging inferences with drama in education. Results found that compared with the traditional “bottom up” and “top down” approaches, the Primary Four cohort examined had gained a deeper understanding of the text with their reading interests and engagement level enhanced, while their moral and independent learning abilities had been developed as well. | - |
| dc.language | eng | - |
| dc.publisher | Zhejiang University. | - |
| dc.relation.ispartof | International Conference on Understanding and Dialogue: Education of Literature and Language in the Context of Globalization Proceedings | - |
| dc.relation.ispartof | 理解與對話：全球化語境下語言與文學教育 | - |
| dc.title | Enhancing primary 4 students' reading comprehension ability through drama in education and reading theories | - |
| dc.title | 运用戏剧教学法和阅读理论，对提升小四学生阅读理解能力的成效研究 | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Loh, EKY: ekyloh@hku.hk | - |
| dc.identifier.authority | Loh, EKY=rp01361 | - |
| dc.identifier.hkuros | 254481 | - |
| dc.identifier.spage | 1 | - |
| dc.identifier.epage | 12 | - |
| dc.publisher.place | China | - |