There has been a significant volume of research studying the effect of individuals' motivation on reading comprehension. The findings of previous research have demonstrated both the direct contribution of motivation to comprehension and its indirect influence through mediating effects of reading amount and strategy use. The effect of the linkage…

Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first…

This study investigated Hong Kong secondary students' Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation on CC reading. Four hundred forty-eight seniors from four secondary schools in Hong Kong voluntarily completed a CC reading comprehension test and a reading motivation…

Hong Kong attained champion of the PIRLS 2011 that aroused keen interest in understanding the underlying reasons of a non-alphabetic language. The study aimed at unravelling various aspects of the student and home factors which contributed to remarkable Chinese reading performance. Totally 3,875 students from 132 primary schools completed the…

This study investigated the relation between teachers' instructional practices and students' self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess…

One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity,…

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…

Compares 83 good readers and 76 poor readers on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Finds poor readers scored lower than good readers in using all reading strategies, and had lower intrinsic motivation in reading than good readers. Discusses implications of these…