Pedagogical correlates of reading comprehension in English and Chinese.

dc.creator	Westwood, P.
dc.creator	Loh, E.K.Y.
dc.creator	Lam, R.Y.H.
dc.creator	Lam, J.W.I.
dc.creator	Tse, S.K.
dc.date	2007-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:32Z
dc.date.available	2015-08-12T11:20:32Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/933eb32d3a444e64bdf1c866629f8d04
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28342
dc.description	This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children’s reading test scores and the frequency with which fortytwo instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students’ reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=233
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 7, Iss 2, Pp 71-91 (2007)
dc.subject	Literacy
dc.subject	Reading Chinese
dc.subject	Reading English as a Second Language
dc.subject	Reading instruction
dc.subject	Teaching reading
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Pedagogical correlates of reading comprehension in English and Chinese.
dc.type	article