Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong

Various South African and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research-based findings as the grounding for their programme design. Recommendations of some studies point to the fact that evidence-based research should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre-service teachers toward a coherent knowledge base for the effective teaching of reading, as many teachers do not have an understanding of what to teach. The study on which we report analysed a teacher preparation programme with the aim of identifying which reading literacy components (that are embedded in knowledge of language structure) are included in the programme. The results show that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence-based research included in the curriculum of the pre-service teachers.

Download Full-text

Performance of Hong Kong Students in Reading Literacy and Its Trend in PISA

What We Learned from PISA ◽

10.1142/9789813146709_0006 ◽

2017 ◽

pp. 187-231

Author(s):

Cecilia Ka Wai CHUN

Keyword(s):

Hong Kong ◽

Reading Literacy ◽

Hong Kong Students

Download Full-text

The Effects of Students’ Perception of the School Environment and Students’ Enjoyment in Reading towards Reading Achievement of 4th Grades Students in Hong Kong

IJOLAE Indonesian Journal on Learning and Advanced Education ◽

10.23917/ijolae.v2i2.9350 ◽

2020 ◽

Vol 2 (2) ◽

pp. 68-74

Author(s):

Astrid Karina Wingard ◽

Hardika Dwi Hermawan ◽

Vita Rosiana Dewi

Keyword(s):

Hong Kong ◽

Reading Achievement ◽

School Environment ◽

Fourth Graders ◽

Descriptive Analysis ◽

Reading Literacy ◽

Safe School

The purpose of this study is to investigate some perceived factors in students reading achievement. This study focuses on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement. Descriptive analysis used in this study and data draws from Progress in International Reading Literacy Study (PIRLS) 2016. The participants were 3349 students in their fourth year of schooling in Hong Kong where 49.1% were girls and 50.9% were boys. The range of the age was 8 to 15 years old. The result showed the importance of creating a safe school environment. Besides students’ perception of their school environment, students’ reading enjoyment was another factor which influenced reading achievement. Students’ perception of the school environment and students’ enjoyment in reading also affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement.

Download Full-text

Understanding signals and reading comprehension

Australian Review of Applied Linguistics ◽

10.1075/aral.23.1.05chu ◽

2000 ◽

Vol 23 (1) ◽

pp. 77-93 ◽

Cited By ~ 2

Author(s):

Jenny S.L. Chung

Keyword(s):

Second Language ◽

Hong Kong ◽

Reading Comprehension ◽

Poor Readers ◽

Placement Test ◽

Ability Group ◽

Teaching Of Reading ◽

Ability Groups ◽

Logical Connectives ◽

Level Of Difficulty

Abstract This paper explores the issues of signals and reading comprehension. A study was made of the effect of logical connectives and paragraph headings on the reading comprehension of 577 Hong Kong Secondary 6 students learning English as a Second Language. A reading comprehension placement test with normal signals was used to create three ability groups. Four versions of a text were then produced. Version 1 was a non-signalled passage; versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content and level of difficulty. All signals contributed to reading comprehension for the Low Ability Group except for logical connectives, which did not aid microstructure understanding. Implications for the teaching of reading to poor readers are discussed.

Download Full-text