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Article: Learning to read: The reading performance of hong kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006

TitleLearning to read: The reading performance of hong kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006
Authors
Issue Date2009
PublisherM.E. Sharpe, Inc.. The Journal's web site is located at http://www.mesharpe.com/mall/results1.asp?acr=ced
Citation
Chinese Education And Society, 2009, v. 42 n. 3, p. 6-32 How to Cite?
AbstractBeing literate is fundamental for learning most school subjects. The International Association for the Evaluation of Educational Achievement (IEA) conducts a regular cycle of studies of children's reading literacy and the factors associated with literacy acquisition in countries around the world. The Progress in International Reading Literacy Study (PIRLS) focuses on the reading attainment of children in their fourth year of schooling and the experiences at home and at school that help them learn how to read well. Designed specifically to measure trends in reading attainment, PIRLS is conducted every five years. The first PIRLS assessment took place in 2001, the second in 2006, and the next is planned for 2011. More than fifty of the countries and regions participating in PIRLS 2001 also took part in the 2006 study, Hong Kong being one such region. Involvement enabled education authorities in the countries and regions to monitor trends in reading attainment across the five-year period from 2001 to 2006. Hong Kong students made substantial progress in 2006 compared with their performance in 2001. In PIRLS 2001, Hong Kong students obtained a mean score of 528 for overall reading attainment and ranked fourteenth out of thirty-five countries and regions. The overall mean reading score in PIRLS 2006 was 564, and Hong Kong was ranked second, only one point below Russia; Singapore ranked fourth; and Taiwan twenty-second.From 2001 to 2006, the number of students reading novels and nonfiction reading material outside school increased, and there was an improvement in the percentage of students reaching high levels in the Index of Students' Attitudes Toward Reading (SATR) and Index of Students' Reading Self-Concept (SRSC). A higher level of parental engagement with their children in reading activities at home was also reported. More teachers had become aware of the importance of students' developing good reading habits. They were offering a wider range of reading materials and reading activities in the classroom. Children were encouraged to choose their own reading material and to read for pleasure. Many schools now had their own written policies on the teaching of reading and their own school reading curriculum. Many schools were providing facilities for children to read before school and during lunchtime, and more and more were involving parents in the promotion of after-school reading activities. © 2009 M.E. Sharpe, Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60053
ISSN
2009 Impact Factor: 0.131
2015 SCImago Journal Rankings: 0.115
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, JWIen_HK
dc.contributor.authorCheung, WMen_HK
dc.contributor.authorLam, RYHen_HK
dc.date.accessioned2010-05-31T04:02:49Z-
dc.date.available2010-05-31T04:02:49Z-
dc.date.issued2009en_HK
dc.identifier.citationChinese Education And Society, 2009, v. 42 n. 3, p. 6-32en_HK
dc.identifier.issn1061-1932en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60053-
dc.description.abstractBeing literate is fundamental for learning most school subjects. The International Association for the Evaluation of Educational Achievement (IEA) conducts a regular cycle of studies of children's reading literacy and the factors associated with literacy acquisition in countries around the world. The Progress in International Reading Literacy Study (PIRLS) focuses on the reading attainment of children in their fourth year of schooling and the experiences at home and at school that help them learn how to read well. Designed specifically to measure trends in reading attainment, PIRLS is conducted every five years. The first PIRLS assessment took place in 2001, the second in 2006, and the next is planned for 2011. More than fifty of the countries and regions participating in PIRLS 2001 also took part in the 2006 study, Hong Kong being one such region. Involvement enabled education authorities in the countries and regions to monitor trends in reading attainment across the five-year period from 2001 to 2006. Hong Kong students made substantial progress in 2006 compared with their performance in 2001. In PIRLS 2001, Hong Kong students obtained a mean score of 528 for overall reading attainment and ranked fourteenth out of thirty-five countries and regions. The overall mean reading score in PIRLS 2006 was 564, and Hong Kong was ranked second, only one point below Russia; Singapore ranked fourth; and Taiwan twenty-second.From 2001 to 2006, the number of students reading novels and nonfiction reading material outside school increased, and there was an improvement in the percentage of students reaching high levels in the Index of Students' Attitudes Toward Reading (SATR) and Index of Students' Reading Self-Concept (SRSC). A higher level of parental engagement with their children in reading activities at home was also reported. More teachers had become aware of the importance of students' developing good reading habits. They were offering a wider range of reading materials and reading activities in the classroom. Children were encouraged to choose their own reading material and to read for pleasure. Many schools now had their own written policies on the teaching of reading and their own school reading curriculum. Many schools were providing facilities for children to read before school and during lunchtime, and more and more were involving parents in the promotion of after-school reading activities. © 2009 M.E. Sharpe, Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherM.E. Sharpe, Inc.. The Journal's web site is located at http://www.mesharpe.com/mall/results1.asp?acr=ceden_HK
dc.relation.ispartofChinese Education and Societyen_HK
dc.titleLearning to read: The reading performance of hong kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1061-1932&volume=42&spage=6&epage=32&date=2009&atitle=Learning+to+Read:+The+Reading+Performance+of+Hong+Kong+Primary+Students+Compared+with+That+in+Developed+Countries+Around+the+World++in+PIRLS+2001+and+2006en_HK
dc.identifier.emailLam, JWI: jwilam@hkucc.hku.hken_HK
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hken_HK
dc.identifier.emailLam, RYH: hradlyh@hkucc.hku.hken_HK
dc.identifier.authorityLam, JWI=rp00917en_HK
dc.identifier.authorityCheung, WM=rp00896en_HK
dc.identifier.authorityLam, RYH=rp00918en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.2753/CED1061-1932420301en_HK
dc.identifier.scopuseid_2-s2.0-69749109386en_HK
dc.identifier.hkuros159696en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-69749109386&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume42en_HK
dc.identifier.issue3en_HK
dc.identifier.spage6en_HK
dc.identifier.epage32en_HK
dc.identifier.eissn1944-7116-
dc.identifier.isiWOS:000271675700002-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLam, JWI=30467790400en_HK
dc.identifier.scopusauthoridCheung, WM=22984269400en_HK
dc.identifier.scopusauthoridLam, RYH=34768433800en_HK

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