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The Chinese Reading Classroom Paradox By Dr. Doris Law

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The Chinese Reading Classroom Paradox By Dr. Doris Law

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The Chinese Reading Classroom Paradox By Dr. Doris Law

  1. 1. The Chinese Reading Classroom Paradox: Outstanding Reading Outcomes vs. Lowest Reading Motivation Doris Law 2015.11.12
  2. 2. Exhibit 3.5: Trends in Achievement for Reading Purposes (PIRLS, 2011, p. 98) Literary Informational Country Differences Between Years Differences Between Years Assessment Year Average Scale Score 2006 2001 Assessment Year Average Scale Score 2006 2001 Hong Kong SAR 2011 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)
  3. 3. Exhibit 3.5: Trends in Achievement for Comprehension Processes (PIRLS, 2011, p. 101) Retrieving and Straightforward Inferencing Interpreting, Integrating, and Evaluating Country Differences Between Years Differences Between Years Assessment Year Average Scale Score 2006 2001 Assessment Year Average Scale Score 2006 2001 Hong Kong SAR 2011 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)
  4. 4. What happened between 2001- 2006?
  5. 5. Relationship between reading motivation and reading achievement School/Teacher Support Motivation Reading Achievement
  6. 6. Students Motivated to Read scale
  7. 7. Exhibit 8.2: Students Motivated to Read (PIRLS, 2011, p. 206) Country Motivated Somewhat Motivated Not Motivated Average Scale ScorePercent of Student Average Achievemen t Percent of Student Average Achievemen t Percent of Student Average Achievemen t 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)
  8. 8. PIRLS Results Reading motivation Reading Achievement
  9. 9. 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
  10. 10. Solutions to the Chinese Reading Classroom Paradox
  11. 11. 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
  12. 12. 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)
  13. 13. 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.
  14. 14. PIRLS 2011 Reading Achievement / TSA Reading ComprehensionPurposes 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
  15. 15. 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?
  16. 16. 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 .
  17. 17. Students Motivated to Read scale Motivated Readers INTRINSIC 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
  18. 18. Approaches to measure students’ motivation Achievement Goals Learning goal Performance goal Motivation Extrinsic motivation Intrinsic motivation Engagement Teacher support Student behavioral engagement
  19. 19. 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
  20. 20. 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
  21. 21. 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

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