LIAO, Xian

ZHU, Xinhua

International Journal of Chinese Language Education; Dec 2019; Issue No. 6; p.113 - 134

Department of Chinese Language Studies, The Education University of Hong Kong

Chinese Language Program, Columbia University

Chung Hwa Book Co. (H.K.) Ltd.

The current Chinese curriculum and teaching research attach great importance to master reading strategies, but the effects of learning reading strategies among lower graders are still controversial. In response to this research gap, this study implemented a one-year quasi-experiment by teaching P2 students reading strategies among six local primary schools in Hong Kong. There were 136 pupils in the controlled class and 148 in the experimental class. This study demonstrated that after the teaching experiment, students in experimental class had a significant improvement in reading comprehension than that of the controlled class; low level readers benefitted the most from the teaching experiment. Results collected from the questionnaire indicated that students have significantly improved the use of the two strategies (i.e., demonstrating creativity and imaging) when reading independently after teaching experiment. Implications on reading instruction derived from the results were discussed as well.

lower graders in primary school reading strategies reading comprehension strategy use

Chinese

2520-7733 (Print); 2521-4241 (Online)