Differential Importance of Language Components in Determining Secondary School Students' Chinese Reading Literacy Performance

Autor/inn/en	Leong, Che Kan; Ho, Man Koon; Chang, Jianfang; Hau, Kit Tai
Titel	Differential Importance of Language Components in Determining Secondary School Students' Chinese Reading Literacy Performance
Quelle	In: Language Testing, 30 (2013) 4, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532212469178
Schlagwörter	Foreign Countries; Secondary School Students; Grade 7; Grade 9; Grade 11; Literacy; Factor Analysis; Chinese; Reading Tests; Writing Tests; Essays; Oral Reading; Duplication; Morphology (Languages); Language Processing; Reading Comprehension; Verbal Communication; Writing (Composition); Factor Structure; Prediction; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Alphabetisierung; Schreib- und Lesefähigkeit; Faktorenanalyse; China; Chinesen; Lesetest; Writing test; Schreibtest; Essay; Aufsatzunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Morphology; Morphologie; Sprachverarbeitung; Leseverstehen; Schreibübung; Faktorenstruktur; Vorhersage; Hongkong
Abstract	The present study examined pedagogic components of Chinese reading literacy in a representative sample of 1164 Grades 7, 9 and 11 Chinese students (mean age of 15 years) from 11 secondary schools in Hong Kong with each student tested for about 2.5 hours. Multiple group confirmatory factor analyses showed that across the three grade levels, the eight reading literacy constructs (Essay Writing, Morphological Compounding, Correction of Characters and Words, Segmentation of Text, Text Comprehension, Copying of Characters and Words, Writing to Dictation and Reading Aloud), each subserved by multiple indicators, had differential concurrent prediction of scaled internal school performance in reading and composing. Writing-reading and their interactive effects were foremost in their predictive power, followed by performance in error correction and writing to dictation, morphological compounding, segmenting text and copying with reading aloud playing a negligible role. Our battery of tasks with some refinement could serve as a screening instrument for secondary Chinese students struggling with Chinese reading literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10