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To Promote Higher Level Reading Abilities: The Implementation of Reading Strategy Instruction and Its Effect

LIAO, Xian; ZHU, Xinhua / December 2020 / Issue No.8 /


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It has long been recognized an important target to develop primary students’ higher-level reading abilities, which is especially true for primary 4 students as they are experiencing the transition from “learn to read” to “read to learn”. Although a large abundant of research have been done on reading strategy, fewer research have focused on its effect on higher level ability. This study has invited six local primary schools to attend a quasi-experiment. Participants were a total of 389 primary 4 students from these schools. Among them, 193 students were classified to experimental classes for which a one-year long intervention of reading strategy instruction was provided, while the remaining 196 students were classified to controlled classes without special arrangement. The results showed that experimental students gained significant higher improvement in reading comprehension performance compared to their controlled counterparts, indicating the positive effect of reading strategy on developing students’ higher-level ability. However, it has also been found that only three out of six taught reading strategy were applied more frequently than before, i.e., selecting sentences, integrating prior experience and self-questioning. Besides, teachers’ concerns were also raised. These suggested the complexity in teaching reading strategy. Nevertheless, findings of this study could be referred to when planning lessons and designing teacher professional development programs in further study.


higher-level abilities reading strategy instruction reading comprehension performance implementation


International Journal of Chinese Language Education; Dec 2020; Issue No. 8; p.127 - 153


Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.




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

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