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Article: A comparison of Hong Kong primary four students’ Chinese and English reading attainment in 2016

TitleA comparison of Hong Kong primary four students’ Chinese and English reading attainment in 2016
Authors
Keywordsbilingual reading test performance
developmental comparison
levels of comprehension processes
literary and informational texts
P4 students
Issue Date2019
PublisherInternational Association for Research in L1 Education (ARLE). The Journal's web site is located at http://www.l1research.org/
Citation
L1-Educational Studies in Language and Literature, 2019, v. 19, p. 1-19 How to Cite?
AbstractThis study examines Hong Kong primary four (P4) students’ Chinese and English reading test performance in a bilingual reading proficiency study (BR) conducted in 2016, the fifth round in a series of studies mon-itoring the bilingual reading competence of primary school students in Hong Kong since 2004. It also compares students’ bilingual reading performance in 2016 with that in the 2013 round of testing. A total of 3,592 P4 students from 38 schools in Hong Kong participated in the study. Significant improvements were found both in the students’ Chinese and English reading test performance, with marked increases in the overall English reading test scores and in performance on literary and informational texts. Such im-provements may be due to the implementation of the English Language Curriculum, support from the Hong Kong Language Committee and new medium of instruction (MOI) arrangements in Hong Kong pri-mary schools. The students’ performance was significantly worse on Chinese literary texts overall and on the first three levels of reading comprehension processes in BR 2016. This may be a consequence of the increasing use of digital devices among young students and of low achievers’ poor test performance. Future studies need to examine whether there are causal relationships between the variables mentioned above and the bilingual reading test performance of P4 students in Hong Kong.
Descriptioneid_2-s2.0-85080929236
Persistent Identifierhttp://hdl.handle.net/10722/283232
ISSN
2015 SCImago Journal Rankings: 0.221

 

DC FieldValueLanguage
dc.contributor.authorTse, SK-
dc.contributor.authorLin, L-
dc.contributor.authorNg, HW-
dc.date.accessioned2020-06-22T02:53:48Z-
dc.date.available2020-06-22T02:53:48Z-
dc.date.issued2019-
dc.identifier.citationL1-Educational Studies in Language and Literature, 2019, v. 19, p. 1-19-
dc.identifier.issn1567-6617-
dc.identifier.urihttp://hdl.handle.net/10722/283232-
dc.descriptioneid_2-s2.0-85080929236-
dc.description.abstractThis study examines Hong Kong primary four (P4) students’ Chinese and English reading test performance in a bilingual reading proficiency study (BR) conducted in 2016, the fifth round in a series of studies mon-itoring the bilingual reading competence of primary school students in Hong Kong since 2004. It also compares students’ bilingual reading performance in 2016 with that in the 2013 round of testing. A total of 3,592 P4 students from 38 schools in Hong Kong participated in the study. Significant improvements were found both in the students’ Chinese and English reading test performance, with marked increases in the overall English reading test scores and in performance on literary and informational texts. Such im-provements may be due to the implementation of the English Language Curriculum, support from the Hong Kong Language Committee and new medium of instruction (MOI) arrangements in Hong Kong pri-mary schools. The students’ performance was significantly worse on Chinese literary texts overall and on the first three levels of reading comprehension processes in BR 2016. This may be a consequence of the increasing use of digital devices among young students and of low achievers’ poor test performance. Future studies need to examine whether there are causal relationships between the variables mentioned above and the bilingual reading test performance of P4 students in Hong Kong.-
dc.languageeng-
dc.publisherInternational Association for Research in L1 Education (ARLE). The Journal's web site is located at http://www.l1research.org/-
dc.relation.ispartofL1-Educational Studies in Language and Literature-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectbilingual reading test performance-
dc.subjectdevelopmental comparison-
dc.subjectlevels of comprehension processes-
dc.subjectliterary and informational texts-
dc.subjectP4 students-
dc.titleA comparison of Hong Kong primary four students’ Chinese and English reading attainment in 2016-
dc.typeArticle-
dc.identifier.emailTse, SK: sktse@hku.hk-
dc.identifier.emailNg, HW: rexnghw@hku.hk-
dc.identifier.authorityTse, SK=rp00964-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.17239/L1ESLL-2019.19.01.04-
dc.identifier.scopuseid_2-s2.0-85080929236-
dc.identifier.hkuros310395-
dc.identifier.volume19-
dc.identifier.spage1-
dc.identifier.epage19-
dc.publisher.placeBelgium-

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