The present study investigated the executive functioning of working memory, inhibition, shifting, and planning in Chinese adolescent readers with dyslexia and how they related to Chinese (L1) and English (L2) reading comprehension. Fifty-seven Hong Kong Chinese students at Grade 7 were compared with 57 typically developing readers of…

Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative…

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52…

The present study examined pedagogic components of Chinese reading literacy in a representative sample of 1164 Grades 7, 9 and 11 Chinese students (mean age of 15 years) from 11 secondary schools in Hong Kong with each student tested for about 2.5 hours. Multiple group confirmatory factor analyses showed that across the three grade levels, the…

Background: This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction. Purpose: This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher. Programme…

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…

Some 226 Hong Kong students in grades 7-9 benefited from a 4-week summer program on reading comprehension, reading speed, and writing development. Results are discussed in the context of the local sociolinguistic environment. (15 references) (Author/LB)

This study examined the degree to which student performance in constructing macrostructures in Chinese prose is affected by three text features: number of ideas, metaphoric expressions and advance organizer. Results showed that fewer ideas facilitated macroprocessing, metaphors did not influence idea organization, and advance organizer resulted in…