Curricular and instructional influences on early literacy attainment: Evidence from Beijing, Hong Kong and Singapore

Curricular and instructional influences on early literacy attainment: Evidence from Beijing, Hong Kong and Singapore

• Li, Hui Faculty of Education, University of Hong Kong
• Rao, Nirmala University of Hong Kong

International Journal of Early Years Education, 13(3), 235-253, 2005

Routledge

2005

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• P Social Context of Education
  • PB Comparative Education

Foreign Countries Literacy Education Guidelines Preschool Children Emergent Literacy Teacher Attitudes Teaching Methods Age Differences Cultural Differences Chinese Teacher Qualifications Teaching Experience Academic Standards Curriculum China (Beijing) Hong Kong Singapore

• Beijing
• Hong Kong
• Singapore

• 1997.7 onwards

• Pre-Primary Education

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.
[Copyright of International Journal of Early Years Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09669760500295870]

• English

Journal Articles

• 09669760

• 10.1080/09669760500295870

https://bibliography.lib.eduhk.hk/bibs/5cea4fea

2010-09-08