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Article: Pedagogical correlates of reading achievement in English and Chinese

TitlePedagogical correlates of reading achievement in English and Chinese
Authors
KeywordsLiteracy
Teaching reading
Reading instruction
Reading ESL
Reading Chinese
Issue Date2007
PublisherInternational Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://145.18.11.72/projecten/Gert/L1EducationResearch/
Citation
L1 Educational Studies in Language and Literature, 2007, v. 7 n. 2, p. 71-91 How to Cite?
AbstractThis study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children’s reading test scores and the frequency with which fortytwo instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students’ reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/85384
ISSN
2015 SCImago Journal Rankings: 0.221

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_HK
dc.contributor.authorLam, JWIen_HK
dc.contributor.authorLam, RYHen_HK
dc.contributor.authorLoh, EKYen_HK
dc.contributor.authorWestwood, Pen_HK
dc.date.accessioned2010-09-06T09:04:04Z-
dc.date.available2010-09-06T09:04:04Z-
dc.date.issued2007en_HK
dc.identifier.citationL1 Educational Studies in Language and Literature, 2007, v. 7 n. 2, p. 71-91en_HK
dc.identifier.issn1567-6617en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85384-
dc.description.abstractThis study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children’s reading test scores and the frequency with which fortytwo instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students’ reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.-
dc.languageengen_HK
dc.publisherInternational Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://145.18.11.72/projecten/Gert/L1EducationResearch/en_HK
dc.relation.ispartofL1 Educational Studies in Language and Literatureen_HK
dc.subjectLiteracy-
dc.subjectTeaching reading-
dc.subjectReading instruction-
dc.subjectReading ESL-
dc.subjectReading Chinese-
dc.titlePedagogical correlates of reading achievement in English and Chineseen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1567-6617&volume=7&issue=2&spage=71&epage=91&date=2007&atitle=Pedagogical+correlates+of+reading+achievement+in+English+and+Chineseen_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.emailLam, JWI: jwilam@HKUCC.hku.hken_HK
dc.identifier.emailLam, RYH: hradlyh@hkucc.hku.hken_HK
dc.identifier.emailLoh, EKY: ekyloh@HKUCC.hku.hken_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.identifier.authorityLam, JWI=rp00917en_HK
dc.identifier.authorityLam, RYH=rp00918en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.hkuros132297en_HK
dc.identifier.eissn1573-1731-
dc.publisher.placeNetherlands-

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