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Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students' reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental pretest-posttest treatment-control group design. A total of 87 sixth graders (aged 11-12 years) were assigned to three groups, receiving integrated instruction (INI), literature circle (LC), or traditional Chinese instruction (TRC), respectively, over 12 weeks. A reading comprehension test, reading motivation questionnaire, and strategy questionnaire were used to measure students' abilities before and after the quasi-experiment. Paired-samples t-tests, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) were used to compare reading-related outcomes within and between groups. The results indicated that the students in the INI group significantly improved their reading comprehension, all aspects of reading motivation, and strategy use; the LC and TRC students also significantly improved some aspects of their reading motivation and strategy use, but to a lesser degree than the INI students. These findings reveal evidence-based effects of INI and LC on multiple reading outcomes in the Chinese cultural and lingual context.

Previous studies comparing teacher-centred (TC) and learner-centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.

This study investigated Hong Kong secondary students' Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation on CC reading. Four hundred forty-eight seniors from four secondary schools in Hong Kong voluntarily completed a CC reading comprehension test and a reading motivation questionnaire. Findings indicated that students' CC reading performance was unsatisfactory. They had poor self-efficacy and intrinsic motivation in CC reading and read CC texts mainly for extrinsic reasons. While high-achievers had better CC reading comprehension performance and higher extrinsic motivation than low-achievers, they had lower intrinsic motivation. Unlike many previous studies in which intrinsic motivation has been found to be the most optimal type of reading motivation, structural equation modeling indicated that only self-efficacy and extrinsic motivation were significant predictors of students' CC reading comprehension performance after controlling for achievement level. The relation between CC reading and different types of motivation is discussed in light of the special nature of CC and the learning context of Hong Kong.

This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline.

Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students' SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students' perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students' SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.

This study investigated the relation between teachers' instructional practices and students' self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students' reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students' SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students' strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students' negative reading behaviours. (Contains 6 notes, 5 tables, and 2 figures.)

Background: Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. Aims: This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. Sample: A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. Method: A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. Results: The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored most highly on intrinsic motivation, followed by self-efficacy, extrinsic motivation, and social motivation. Significant grade differences were found in all reading motivation constructs whereas only a few grade by gender and grade by school-average interactions were found. Conclusion: Consistent with previous studies in Western countries, the findings suggest that motivational decline is also a common phenomenon among Chinese students in Hong Kong. In addition, the pattern of motivational differences is generally consistent among students with different genders and from schools with different achievement levels. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.

This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self-efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self-efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery-oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.

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.

This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think-aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think-aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.

This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and existing instruments. The initial version of the CRMQ was administered to a small group of Grade 7 students in Hong Kong and exploratory factor analysis, item-total correlation, and reliability analyses were carried out to assess its psychometric quality. The CRMQ was then revised and administered to a larger sample of Grade 7 students in the second study. Findings of confirmatory factor analysis provided further validation for the proposed factor structure of the revised questionnaire. In addition, findings indicated that students' reading motivation was positively related to their strategy use, reading comprehension, and academic achievement. The findings of this study could enrich our understanding of Chinese reading motivation among Hong Kong students. Implications of these findings for implementing effective reading instruction in Chinese language teaching are also discussed.

Compares 83 good readers and 76 poor readers on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Finds poor readers scored lower than good readers in using all reading strategies, and had lower intrinsic motivation in reading than good readers. Discusses implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching. (SG)

Based on the data of Program for International Student Assessment 2009, this paper examines how various aspects of home literacy environment, school climate and students' reading engagement related to their reading performance. A profile of Hong Kong students' three indices of reading engagement – namely, reading enjoyment, reading diversity and online reading – relative to other East Asian societies is first presented. The relative contributions of different family‐level and classroom‐level factors on Hong Kong students' reading engagement are then examined by using hierarchical linear modelling. Assessment of the relative impact of the three engagement indices on reading performance shows that reading enjoyment is the strongest predictor. That home‐school cooperation in cultivating a positive reading climate, nurturing a good reading habit for all students and enhancing the classroom and teaching climate appear to be promising avenues for improving students' reading engagement and performance may be of importance for shaping future policy and practice. Reading engagement is important for developing students' reading literacy. Children who enjoy reading and are engaged in reading activities are more likely to become fully skilled readers which in turns perform well in reading assessments. The findings of the present study provide insightful implications for enhancing students' reading engagement at home and in school.First, a literacy‐rich home environment is regarded as a powerful factor leading to children's successful early literacy development. Considering that parental involvement and educational and cultural resources at home are strong predictors of students' reading enjoyment while material resources have a negative relation with reading enjoyment, it is important for parents to invest appropriate resources and guidance for developing their children's reading literacy especially those from disadvantaged families with limited resources.Second, instructional environment plays an important role in shaping adolescents' reading engagement. The findings indicated a strong disciplinary climate but low stimulation by teachers and use of structuring and scaffolding strategies among Hong Kong and other East Asian societies. While a classroom with a good disciplinary climate showed a positive impact on their reading performance, students still need support from teachers to participate in autonomous activities in order to develop into skilled readers. The significant relationship between stimulation by teachers and use of scaffolding strategies and students' reading engagement suggests that teachers should consider increasing students' participation and be more aware of using structuring and scaffolding strategies to support their students' learning especially in East Asian societies. [ABSTRACT FROM AUTHOR]