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ERIC Number: EJ906411
Record Type: Journal
Publication Date: 2011-Jan
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
The Role of Teachers' Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
Law, Yin-kum
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p73-84 Jan 2011
This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students' motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students' subjective reports on their motivation and their teachers' teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong