The Influence of Progress in International Reading Literacy Study on Chinese Reading Education Reform in Hong Kong
Submitted by:
Shek Kam Tse
Abstract:
Abstract
This paper examines factors prompting the dramatic rise in the literacy standards of Hong Kong primary school students in the Progress in International Reading Literacy Study (PIRLS) from 2001 to 2011 (Mullis, Martian, Kennedy, Trong & Sainsbury, 2009). The writers explore the impact of participation in the PIRLS research on education policies and practices in primary school classrooms, and how improved performance triggered improved teaching in schools (Tse & Xiao, 2014). Initial concern about standards in 2001 was raised in the media, putting pressure on the Government to take steps to bring about improvements. Media coverage and Government responses stimulated public awareness of the importance of reading literacy and led to cooperation between families, schools and the community to improve children’s learning. Dramatically improved performance over the years changed the reading climate in Hong Kong, teaching approaches and the reading curriculum, and the mindsets, beliefs and attitudes of parents and teachers. The paper discusses variables and processes that helped bring about the improved performance.
Keywords: PIRLS, Assessment, Impact, Chinese reading literacy
Mullis, I. V., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. (2009). PIRLS 2011 Assessment framework. International Association for the Evaluation of Educational Achievement. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Tse, S. K., & Xiao, X. Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2(1), 6.