Curricular and instructional influences on early literacy attainment: evidence from Beijing, Hong Kong and Singapore
96 citations recorded by the source corpus.
This study considered curricular and instructional influences on early Chinese literacy attainment in Beijing, Hong Kong and Singapore. The participants included 198 pre‐school children, their teachers and parents. Children were administered the Pre‐school and Primary Chinese Literacy Scale at the age of either two or three years, and again one year later. Teachers were asked to report on their beliefs and practices related to literacy education, and classroom observations were conducted to determine the extent to which directives issued by the Beijing, Hong Kong and Singapore governments were implemented. Investigation showed that there were marked differences across the societies in curriculum guidelines and approaches to literacy teaching. Results indicated that by the age of four, pre‐schoolers in Hong Kong and Singapore had significantly better Chinese literacy attainment than those in Beijing. Although age was the best predictor of attainment, location, teachers’ qualifications and classroom experience also significantly contributed to children’s literacy attainment.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/27d19bc76db0402f15630dc10ca9a15dc4f0524a
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In Developmental and Educational Psychology
In Education
In Language and Linguistics
Citations in the corpus
- Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools (2012, background): “Each item is rated on a 5-point scale, developed and modified for studying in Beijing, Hong Kong, and Singapore (Li & Rao, 2005).”
- Parental involvement and children's readiness for school in China (2011, background): “This is a reliable and valid measure of young children's Chinese literacy widely used by different researchers (Li 1999 ; Li, Corrie, and Wong 2008; Li and Rao 2005 ; Chow and McBride-Chang 2003 ).”