Implementing Strategy Instruction in Chinese Language Classes: A School-Based Chinese Reading Strategy Instruction Programme

Background: This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction. Purpose: This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher. Programme description: The school-based programme was mainly adapted from a Chinese reading strategy instruction programme that was developed by the researcher. It aimed to enhance students' reading comprehension through direct teaching on different reading strategies. Sample: A total of 205 grade 7 students and six teachers from one secondary school in Hong Kong participated in the study. One of the teachers and six students from his class were specially invited to participate as target subjects in an in-depth investigation. Design and methods: This study adopted quantitative methods, including a reading comprehension test and questionnaire, and qualitative methods, including think-aloud measures, interview and observation in programme evaluation. Results: Findings of the study generally suggested that the school-based programme was implemented quite smoothly in the regular Chinese language lessons, and most of the students had better performance on their strategy use and reading comprehension after receiving the programme. While the findings provided preliminary support for developing a school-based strategy instruction programme in Hong Kong Chinese language classes, some problems in changing Chinese language teachers' instructional approach are also discussed. Conclusions: This study explored the possibility of developing a school-based strategy instruction programme in Chinese language classes. Due to the small scale and exploratory nature of the study, however, certain limitations of the research design of this study should be noted. (Contains 3 tables.)