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Article: Chinese children's constructive activity and text comprehension

TitleChinese children's constructive activity and text comprehension
Authors
Issue Date2008
PublisherBlackwell Publishing Ltd
Citation
Journal Of Research In Reading, 2008, v. 31 n. 4, p. 379-403 How to Cite?
AbstractThis study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in reading, they were asked to think aloud while responding to a text. Analyses of the children's protocols identified five levels of constructive activity. Analyses further indicated that the Grade 6 children performed better than the Grade 5 children, and skilled readers outperformed less skilled readers in higher levels of constructivist activity and text understanding tasks. Implications of the important roles of constructivist activity in children's learning from texts were discussed. © 2008 United Kingdom Literacy Association.
Persistent Identifierhttp://hdl.handle.net/10722/60106
ISSN
2015 Impact Factor: 0.917
2015 SCImago Journal Rankings: 0.829
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2010-05-31T04:03:43Z-
dc.date.available2010-05-31T04:03:43Z-
dc.date.issued2008en_HK
dc.identifier.citationJournal Of Research In Reading, 2008, v. 31 n. 4, p. 379-403en_HK
dc.identifier.issn0141-0423en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60106-
dc.description.abstractThis study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in reading, they were asked to think aloud while responding to a text. Analyses of the children's protocols identified five levels of constructive activity. Analyses further indicated that the Grade 6 children performed better than the Grade 5 children, and skilled readers outperformed less skilled readers in higher levels of constructivist activity and text understanding tasks. Implications of the important roles of constructivist activity in children's learning from texts were discussed. © 2008 United Kingdom Literacy Association.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltden_HK
dc.relation.ispartofJournal of Research in Readingen_HK
dc.rightsJournal of Research in Reading . Copyright © Blackwell Publishing Ltd.en_HK
dc.titleChinese children's constructive activity and text comprehensionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0141-0423&volume=31&spage= 379–403&epage=&date=2008&atitle=Chinese+children%27s+constructive+activity+and+text+comprehension+en_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-9817.2008.00375.xen_HK
dc.identifier.scopuseid_2-s2.0-53349089577en_HK
dc.identifier.hkuros156012en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-53349089577&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue4en_HK
dc.identifier.spage379en_HK
dc.identifier.epage403en_HK
dc.identifier.eissn1467-9817-
dc.identifier.isiWOS:000259867400003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.citeulike3394380-

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