The Chinese Reading Classroom Paradox By Dr. Doris Law
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Transcript of The Chinese Reading Classroom Paradox By Dr. Doris Law
The Chinese Reading Classroom Paradox:
Outstanding Reading Outcomes vs. Lowest Reading Motivation
Doris Law2015.11.12
Exhibit 3.5: Trends in Achievement for Reading Purposes (PIRLS, 2011, p. 98)
Literary Informational
Country Differences BetweenYears
Differences BetweenYears
AssessmentYear
AverageScale Score
2006 2001 AssessmentYear
AverageScale Score
2006 2001
Hong Kong SAR2011 565 (2.5) 5 45 2011 578 (2.2) 7 41
2006 559 (2.7) 39 2006 570 (2.3) 33
2001 520 (3.4) 2001 537 (3.1)
Exhibit 3.5: Trends in Achievement for Comprehension Processes
(PIRLS, 2011, p. 101)
Retrieving and Straightforward
Inferencing Interpreting, Integrating, and Evaluating
Country Differences BetweenYears
Differences BetweenYears
AssessmentYear
AverageScale Score
2006 2001 AssessmentYear
AverageScale Score
2006 2001
Hong Kong SAR2011 562 (2.0) 1 37 2011 578 (2.4) 12 48
2006 561 (2.5) 37 2006 566 (2.6) 36
2001 525 (3.2) 2001 530 (3.4)
What happened between 2001- 2006?
Relationship between reading motivation and reading achievement
School/Teacher Support
Motivation Reading Achievement
Students Motivated to Read scale
Exhibit 8.2: Students Motivated to Read (PIRLS, 2011, p. 206)
Country Motivated Somewhat Motivated
Not Motivated Average Scale ScorePercent of
StudentAverage Achievement
Percent of Student
Average Achievement
Percent of Student
Average Achievement
Chinese Taipei (42)
62 (1.3) 566 (2.0) 27 (0.9) 542 (2.6) 12 (0.7) 512 (4.0) 9.4 (0.06)
Singapore (43)
60 (0.7) 576 (3.5) 31 (0.6) 562 (3.6) 8 (0.4) 533 (5.6) 9.3 (0.03)
Finland (44)
59 (1.1) 570 (2.2) 34 (1.0) 571 (2.4) 7 (0.6) 543 (4.4) 9.2 (0.05)
Hong Kong SAR (45)
52 (1.0) 577 (2.4) 34 (0.8) 570 (2.8) 15 (0.8) 551 (3.8) 8.9 (0.05)
PIRLS Results
Reading motivation
Reading Achieveme
nt
Gain insights from Zhou, N., Lam, S.-F., & Chan, K. C. (2012). The Chinese classroom
paradox: A cross-cultural comparison of teacher controlling behaviors. Journal of Educational Psychology, 104(4), 1162-1174. doi: http://dx.doi.org/10.1037/a0027609
Ng, F. F.-Y., Pomerantz, E. M., & Lam, S.-f. (2013). Mothers’ beliefs about children’s learning in Hong Kong and the United States: Implications for mothers’ child-based worth. International Journal of Behavioral Development, 37(5), 387-394. doi: 10.1002/9780470147658
Tong, Y., & Lam, S. f. (2011). The cost of being a mother's ideal child: The role of internalization in the development of perfectionism and depression. Social Development, 20(3), 504-516. doi: 10.1111/j.1467-9507.2010.00599.x
Solutions to the Chinese Reading Classroom
Paradox
First Solution: Over Claim Hong Kong children’s reading performance
Drilling activities in Chinese Reading Classroom : Territory-wide System Assessment (TSA) exercise starting from primary 1
Territory-wide System Assessment (TSA) Chinese
TSA Primary 3 Reading (25mins) Writing, (40 mins) Listening (20 mins) Listening and Reading (閲讀及聆聽—視聽資訊評估 ) (15mins) Oral (1 mins)
Territory-wide System Assessment (TSA ) Reading Assessment
TSA Primary 3 2004: Reading and Listening Comprehension 2005: Reading comprehension 30 mins, 3
texts (742 words in total) , and 24 questions. 2009: Reading comprehension 25 mins, 3
texts (1172 words in total), and 23 questions. 2014: Reading comprehension 25 mins, 3
texts (1193 words in total), and 22 questions.
PIRLS 2011 Reading Achievement /TSA Reading Comprehension
Purposes for reading
Process of reading
Reading for literary experience
Reading to acquire and use information
Focusing on and retrieving explicitly stated information
Making straightforward inferences
Interpreting and �integrating ideas and information
Examining and evaluating content, language, and textual elements
Further Research Suggestion
How TSA (Chinese), Reading has impacted Hong Kong students’ PIRLIS reading achievement?
Parents and teachers have been urging the abolition of the TSA tests. Could PIRLS be adopted to replace the TSA Chinese assessment for Primary 3 students?
Second Solution: The positive relation between reading motivation and
reading achievement
More Hong Kong students are motivated to read, but the PIRLS Students Motivated to Read scale could not reflect how they are motivated to read .
Students Motivated to Read scale
Motivated ReadersINTRINSIC MOTIVATION “agreeing a lot” / “agreeing a
little”
I like to read things that make me think I learn a lot from reading I like it when a book helps me imagine other worlds
EXTRINSIC MOTIVATION “agreeing a little” / “agreeing a lot”
It is important to be a good reader My parents like it when I read I need to read well for my future
Approaches to measure students’ motivation
Achievement Goals
Learning goal
Performance goal
Motivation Extrinsic motivation
Intrinsic motivation
Engagement
Teacher support
Student behavioral engageme
nt
Further Research Suggestion
Investigate how Hong Kong students could be motivated to read
Develop / adopt a new questionnaire to examine Hong Kong students’ / Chinese students’ reading motivation
Investigate how Hong Kong teachers motivate students to read in the Chinese reading classroom
Third Solution : Different emotional responses of Chinese and Western students to controlling behaviour of
their teachers(Zhou, Lam, & Chan, 2012)
Autonomy-supportive teaching practice is associated with autonomous motivation and leads to better academic performance
Controlling teaching practice is leads to poor academic performance
The Chinese classroom is associated with controlling teaching practices and should have poor academic performance
Chinese students outperform Western students
Further Research Suggestion
Investigate how Chinese students’ emotional responses to teachers link to their reading achievement
Adopt the questionnaire to measure social-emotional relatedness based on Zhou et al. (2013) in the Chinese reading classroom