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A Case Study: Reading Strategies Training Scheme in a Hong Kong Primary School
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Lee, Ho Cheung – TESOL Journal, 2017
This article describes a case study on a reading programme, named Reading Strategies Training Scheme (RSTS), for second language learning in a Hong Kong primary (elementary) school. The scheme, serving learners of English as a second language from Primary One to Six (ages 6--12), was developed by the school's English teaching team. As it was being…
Descriptors: Case Studies, Reading Strategies, Reading Programs, Reading Instruction
Do Reading Practices Make a Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students
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Tse, Shek-Kam; Xiao, Xiao-Yun; Ko, Hwa-Wei; Lam, Joseph Wai-Ip; Hui, Sau-Yan; Ng, Hung-Wai – Compare: A Journal of Comparative and International Education, 2016
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9,301 students (4,712 from Hong Kong…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 4
Learning to Read Chinese beyond the Logographic Phase.
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Ho, Connie Suk-Han; Bryant, Peter – Reading Research Quarterly, 1997
Investigates the role of phonetics for children learning to read Chinese. Reveals that children name phonetically regular Chinese characters more accurately than irregular ones; phonetic-related errors were the most dominant type. Suggests Chinese youngsters rely on phonetics for sound cues in naming Chinese characters; phonological awareness…
Descriptors: Chinese, Phonetics, Primary Education, Reading Instruction