The role of teachers' cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension

Teaching and Teacher Education

Volumn 27, Issue 1, 2011, Pages 73-84

  Law, Yin kum ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Chinese learner; Cognitive support; Instructional practices; Motivation; Reading comprehension

Indexed keywords

EID: 78649325302     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2010.07.004     Document Type: Article

References (70)

1. Ainley M. Connecting with learning: motivation, affect and cognition in interest processes. Educational Psychology Review 2006, 18(4):391-405.
2. Alexander P.A., Kulikowich J.M., Schulze S.K. The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition. Learning & Individual Differences 1994, 6(4):379-397.
3. Alexander R. Culture and pedagogy: International comparisons in primary education 2000, Blackwell Publishing, MA, USA.
4. Alexander R. Towards dialogic teaching: Rethinking classroom talk 2006, Dialogos, Cambridge, UK. 3rd ed.
5. Anderson R.C. Roles of the readers' schema in comprehension, learning and memory. Learning to read in American schools: Basal readers and content texts 1984, 243-258. Erlbaum, Hillsdale, NJ. R.C. Anderson, J. Osborn, R.J. Tierney (Eds.).
6. Baker L., Dreher M.J., Guthrie J.T. Engaging young readers 2000, The Guilford Press, New York.
7. Bao X.-h., Lam S.-f. Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development 2008, 79(2):269-283.
8. Biggs J.B. Western misperceptions of the Confucian-heritage learning culture. The Chinese learner: Cultural, psychological and contextual influences 1996, 45-67. CERC & ACER, Melbourne. D.A. Watkins, J.B. Biggs (Eds.).
9. Bogner K., Raphael L., Pressley M. How grade 1 teachers motivate literate activity by their students. Scientific Studies of Reading 2002, 6:135-165.
10. Cheung W.M., Tse S.K., Lam J.W.I., Loh E.K.Y. Progress in international reading literacy study 2006 (PIRLS): pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading 2009, 32(3):293-308.
11. Curriculum Development Council CDC Chinese language guide (primary 1-6) 2004, Hong Kong Government Printing Office, Hong Kong.
12. Deci E.L., Koestner R., Ryan R.M. Extrinsic rewards and intrinsic motivation in education: reconsidered once again. Review of Educational Research 2001, 71(1):1-27.
13. Dolezal S.E., Welsh L.M., Pressley M., Vincent M.M. How nine third-grade teachers motivate student academic engagement. Elementary School Journal 2003, 103(3):239-267.
14. Education Bureau Quality assurance inspection annual reports (2006-2007) Retrieved 13.09.09 from. http://www.edb.gov.hk/index.aspx%3Fnodeid%3D744&langno%3D1.
15. Education Commission Reform of the education system in Hong Kong 2001, Government Printer, Hong Kong.
16. Gillies R.M., Boyle M. Teachers' discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education 2008, 24(5):1333-1348.
17. Guthrie J.T., McRae A., Klauda S.L. Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, Special Issue: Promoting Motivation at School: Interventions That Work 2007, 42(4):237-250.
18. Guthrie J.T., Wigfield A., Barbosa P., Perencevich K.C., Taboada A., Davis M.H., et al. Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology 2004, 96(3):403-423.
19. Ho D.Y.F. Chinese patterns of socialization: a critical review. The psychology of the Chinese people 1986, 1-37. Oxford University Press, Hong Kong. M.H. Bond (Ed.).
20. Hong Kong Education and Manpower Bureau Hong Kong attainment test for Chinese (grade 2) 2002, The Research and Testing Group, Hong Kong Education Department, Hong Kong.
21. Kirschner P.A., Sweller J., Clark R.E. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 2006, 41(2):75-86.
22. Lam J.W.L., Cheung W.M., Lam R.Y.H. Learning to read: performance of Hong Kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006. Chinese Education and Society 2009, 42(3):6-32.
23. Lam, S.-f., & Law, Y.-k. (2006). What make interns' teaching motivating and effective? Poster presented at the 18th annual convention of the American Psychological Society scheduled May 26-May 28, 2006 at the Marriott Marquis, New York.
24. Lam S.-f., Law Y.-k. The roles of instructional practices and motivation in writing performance. Journal of Experimental Education 2007, 75(2):146-164.
25. Lam S.-f., Law Y.-k. Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in the era of education reform. Pacific Journal of Education 2008, 28(2):178-188.
26. Lam S.-f., Law Y.-k., Shum M.S.-k. Classroom discourse analysis and educational outcomes in the era of education reform: an analysis of whole classroom discourse in writing lessons and educational outcomes. British Journal of Educational Psychology 2009, 79(4):617-641.
27. Lam, S.-f., Pak, T. S., & Ma, W. Y. K. (2002). The motivating instructional contexts inventory. Paper presented at the XXVth international congress of applied psychology in Singapore, July 2002.
28. Lam S.-f., Pak T.S., Ma W.Y.K. Motivating instructional contexts inventory. Issues in the psychology of motivation 2007, 119-136. Nova Science, Hauppauge, NJ. P.R. Zelick (Ed.).
29. Lau K.L. Grade differences in reading motivation among Hong Kong primary and secondary students. British Journal of Educational Psychology 2009, 79(4):713-733.
30. Lau K.L., Chan D.W. Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading 2003, 26(2):177-190.
31. Law Y.-k. The effectiveness of student-centered (shengben) education on second graders' reading instruction. Journal of Educational Psychology (National Taiwan Normal University) 2006, 38(1):51-66.
32. Law Y.-k. Effects of cooperative learning on second graders' learning from text. Educational Psychology 2008, 28(5):567-582.
33. Law Y.-k. Relationship between extrinsic motivation, home literacy, classroom instructional practices and reading proficiency in second-grade Chinese children. Research in Education 2008, 80(1):37-51.
34. Law Y.-k. The role of attribution beliefs, motivation and strategy use in Chinese fifth graders' reading comprehension. Educational Research 2009, 51(1):77-95.
35. Law, Y. -k. The effects of cooperative learning on enhancing Hong Kong fifth-graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, in press.
36. Law Y.-k., Chan C.K.K., Sachs J. Children's beliefs about learning and self-regulated strategies in text comprehension. British Journal of Educational Psychology 2008, 78:51-73.
37. Lepper M.R., Corpus J.H., Iyengar S.S. Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology 2005, 97(2):184-196.
38. Lin C.Y.C., Fu V.R. A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development 1990, 61(2):429-433.
39. Lindsay J.S. Classroom discourse analysis: a review of the literature with implications for educational evaluation. Journal of Research and Development in Education 1990, 23:107-116.
40. Logan S., Johnston R. Gender differences in reading ability and attitudes: examining where these differences lie. Journal of Research in Reading 2009, 32(2):199-214.
41. Millier P.J., Wiley A.R., Fung H., Liang C.-H. Personal storytelling as a medium of socialization in Chinese and American families. Child Development 1997, 68:557-568.
42. Mullis I.V.S., Martin M.O., Kennedy A.M., Foy P. IEA's progress in international reading literacy study in primary school in 40 countries 2007, TIMSS & PIRLS International Study Centre, Boston College, Chestnut Hill, MA.
43. Ng F.F.Y., Pomerantz E.M., Lam S.-f. European American and Chinese parents' responses to children's success and failure: implications for children's responses. Developmental Psychology 2007, 43(5):1239-1255.
44. Nolen S.B. Constructing literacy in the kindergarten: task structure, collaboration, and motivation. Cognition and Instruction 2001, 19(1):95-142.
45. Nolen S.B. Young children's motivation to read and write: development in social contexts. Cognition and Instruction 2007, 25(2-3):219-270.
46. Palincsar A.S., Brown A.L. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction 1984, 1(2):117-175.
47. Perry M. Explanations of mathematical concepts in Japanese, Chinese, and U.S. first- and fifth-grade classrooms. Cognition and Instruction 2000, 18(2):181-207.
48. Pressley M., Dolezal S.E., Raphael L.M., Mohan L., Roehrig A.D., Bogner K. Motivating primary-grade students 2003, The Guilford Press, New York.
49. Pressley M., Graham S., Harris K. The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Educational Psychology 2006, 76(1):1-19.
50. Raudenbush S.W., Bryk A.S., Cheong Y.F., Congdon R.T. HLM 6: Hierarchical linear and nonlinear modeling 2004, Scientific Software International, Inc, Lincolnwood, IL.
51. Reeve J., Jang H. What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology 2006, 98(1):209-218.
52. Ryan R.M., Deci E.L. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology 2000, 25(1):54-67.
53. Scardamalia M., Bereiter C. Literate expertise. Toward a general theory of expertise 1991, 172-275. Cambridge University Press, New York. K.A. Ericsson, J. Smith (Eds.).
54. Schunk D.H. Self-efficacy for reading and writing: influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly: Overcoming Learning Difficulties 2003, 19(2):159-172.
55. Stefanou C.R., Perencevich K.C., DiCintio M., Turner J.C. Supporting autonomy in the classroom: ways teachers encourage student decision making and ownership. Educational Psychologist 2004, 39:97-110.
56. Stevens R.J. Student team reading and writing: a cooperative learning approach to middle school literacy instruction. Educational Research and Evaluation 2003, 9(2):137-160.
57. Stevenson H.W., Stigler J. The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education 1992, Summit Books, New York.
58. Sweet A.P., Guthrie J.T., Ng M.M. Teacher perceptions and student reading motivation. Journal of Educational Psychology 1998, 90(2):210-223.
59. Taboada A., Tonks S.M., Wigfield A., Guthrie J.T. Effects of motivational and cognitive variables on reading comprehension. Reading and Writing 2009, 22(1):85-106.
60. Topping K., Ferguson N. Effective literacy teaching behaviours. Journal of Research in Reading 2005, 28(2):125-143.
61. Tse S.K., Lam W.I., Lam Y.H., Loh E.K.Y. Learn to read: The performance of Hong Kong primary 4 pupils in PIRLS 2001 2005, Hong Kong University Press, Hong Kong.
62. Tu W.M. Way, learning, and politics essays on the Confucian intellectual 1993, State University of New York Press, New York.
63. Van Keer H., Verhaeghe J.P. Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions. Journal of Experimental Education 2005, 73(4):291-329.
64. Vansteenkiste M., Lens W., Deci E.L. Intrinsic versus extrinsic goal contents in self-determination theory: another look at the quality of academic motivation. Educational Psychologist 2006, 41(1):19-31.
65. Wang J.H.Y., Guthrie J.T. Modelling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly 2004, 39(2):162.
66. Weiner B. A theory of motivation for some classroom experiences. Journal of Educational Psychology 1979, 71:3-25.
67. Weiner B. An attributional analysis of achievement motivation 1986, Springer Verlag, New York.
68. Wigfield A. Facilitating young children's motivation to read. Engaging young readers: Promoting achievement and motivation 2000, 140-158. Guilford, New York. L. Baker, M.J. Dreher, J.T. Guthrie (Eds.).
69. Wigfield A., Guthrie J.T. Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology 1997, 89:420-432.
70. Wigfield A., Tonks S. The development of motivation for reading and how it is influenced by CORI. Motivating reading comprehension: Concept-oriented reading instruction 2004, 249-272. Lawrence Erlbaum, Mahwah, NJ. J.T. Guthrie, A. Wigfield, K.C. Perencevich (Eds.).