Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual-perceptual skills (non-motor) - Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading-related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed.
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http://dx.doi.org/10.1080/03055690601068535]

It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first-year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first-year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690600850347]

Although academic underachievement is a familiar topic in educational research, there is no consensus on how underachievers should be selected. This study aimed to compare different selection methods, absolute split method, simple difference score method, regression method and nomination, in the identification of underachievers from a sample of 126 Chinese Grade 7 students. The results indicated that the three different statistical methods showed high congruence in selecting underachievers, but nomination selected a different group of underachievers. It was suggested that, depending on research or intervention purposes, information from statistical methods and nomination might combine to provide a more comprehensive identification procedure.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690120050419]

This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational- and cognitive-metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690600948281]

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055699997918]

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and physical activity level. The participants were 333 Chinese pre-adolescents (aged 8-12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self-esteem was measured with the "Physical self-description questionnaire" (PSDQ), while physical activity patterns of the children were assessed with the "Physical activity questionnaire for children" (PAQ-C). Results showed that high academic achievers consistently attained better school conduct marks. However, physical activity level was quite an independent entity that was related neither to academic achievement nor school conduct. Furthermore, regression analyses showed that only academically high-achieving boys and physically active boys had higher self-esteem.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690600850016]