項目簡介

A Comparative Study of English Newspaper"Daily 7 & Daily 10"and School Textbooks among Hong Kong Students

A Comparative Study of English Newspaper"Daily 7 & Daily 10 "and School Textbooks among Hong Kong Students

Learning English is a core part of the school curriculum in Hong Kong and teachers and parents have different approaches to help the students learn the language more effectively. In this study, we evaluated the effect on the examination results (TSA result) of using extracurricular reading material and preparing for the new textbooks during the summer holiday. We will also examine students’ learning motivation toward using these two types of materials. We have chose Daily 7 & Daily 10, which is an English newspaper for students to know the local and world news. 

We found that the use of extra-curriculum reading materials (Daily 7 & Daily 10) are useful in improving overall English performance as they allow the students to gain knowledge of a range of topics, thus increase the vocabulary bank and the knowledge of the outside world of the students. The design and layout of these materials facilitate and reinforce the learning interest of the students. 

A seminar was held to discuss the findings:

Date:          Thursday, 5th June 2014
Time:          6:30pm – 8:00pm
Location:    The Boys' and Girls' Clubs Association of Hong Kong

PowerPoint

QEF Project – “Effective Learning and Teaching of Chinese Language --Helping Transition from Kindergarten to Primary School”

QEF Project – “Effective Learning and Teaching of Chinese Language --Helping Transition from Kindergarten to Primary School”

Research on Learning and Psychological Difficulties of Non-engaged Youth in Hong Kong/待業待學青少年的學習障礙及心理問題

摘要:教育統籌局青少年持續發展及就業相關培訓專責小組於二零零六年四月正式委託香港理工大學進行一項有關“待業待學青少年的學習障礙及心理問題”的專案研究。「宏利兒童學習潛能發展中心」負責人黎程正家博士亦擔任是項研究的首席研究員。

是次研究除了探討15至24歲雙待青少年學習障礙及心理問題的普遍及嚴重性外,日後更會發展一套適合前線工作者,包括社工及導師等使用的識別工具,用以評估受訪對象存有學習障礙及心理問題的可能性。而研究的數據及結果將會幫助政府更加了解雙待青少年所面對的問題,及為他們制定一系列長遠的政策。

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Parental paired-reading intervention for Chinese dyslexic children: Using curriculum-based measurement to assess responsiveness-to-instruction

Alice Cheng-Lai
The Hong Kong Polytechnic University
 

Abstract :In this study, a proposed model of paired-reading was suggested to parents of Chinese dyslexic children in Hong Kong. The model incorporated strategic instruction of fluent reading and explicit instruction of orthography, morphology and semantics of Chinese words. Instructional passages were given to parents and children to practice paired-reading at home in each week. Curriculum-based measurements (CBM) were administered in a continuous 7-week period. The constructs of the two CBM tasks (i.e. oral reading and maze) were designed to directly assess the expected learning outcomes of the individual children. The post-test results in the oral reading task indicated that most children read more accurately and fluently in a rewritten passage. Moreover, the children performed satisfactorily in the items of direct vocabularies in the maze task. It indicated that the children had built up the lexical representations of the Chinese words that they were previously unfamiliar with. However, the children were less capable of answering the items of morphologically-related vocabularies. The effectiveness of the proposed paired-reading model and the pedagogical implications were discussed in regard of Chinese literacy instruction for Chinese dyslexic children.
 

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