The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students

Autor/inn/en	Lau, Kit-ling; Chan, David W.
Titel	The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 8, S.833-857 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9047-5
Schlagwörter	Reading Comprehension; Reading Strategies; Reading Motivation; Foreign Countries; Reading Processes; Grade 7; Mandarin Chinese; Reading Instruction; Cognitive Processes; Teaching Methods; Learning Strategies; Low Achievement; Comparative Analysis; Student Attitudes; Conventional Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Lesemotivation; Ausland; Leseprozess; School year 07; 7. Schuljahr; Schuljahr 07; Leseunterricht; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Schülerverhalten; Hongkong
Abstract	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 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students' improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students' reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10