To What Extent Does Hong Kong Primary School Students' Chinese Reading Comprehension Benefit from After-School Private Tuition?

Autor/in	Tse, Shek Kam
Titel	To What Extent Does Hong Kong Primary School Students' Chinese Reading Comprehension Benefit from After-School Private Tuition?
Quelle	In: Asia Pacific Education Review, 15 (2014) 2, S.283-297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-013-9307-4
Schlagwörter	Reading Comprehension; After School Programs; After School Education; Chinese; Elementary School Students; Reading Achievement; Tutoring; Experimental Groups; Control Groups; Program Effectiveness; Tuition; Parent Surveys; Parent Attitudes; Questionnaires; Student Surveys; Student Attitudes; Socioeconomic Influences; Classroom Techniques; Teaching Methods; Curriculum Evaluation; Achievement Gains; Foreign Countries; Performance Factors; Achievement Need; Hong Kong; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leseverstehen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; China; Chinesen; Leseleistung; Förderkonzept; Nachhilfeunterricht; Unterweisung; Unterricht; Elternverhalten; Fragebogen; Schülerbefragung; Schülerverhalten; Sozioökonomischer Faktor; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Achievement gain; Leistungssteigerung; Ausland; Leistungsindikator; Hongkong
Abstract	The reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students' reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader's social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10