A Case Study: Reading Strategies Training Scheme in a Hong Kong Primary School

Autor/in	Lee, Ho Cheung
Titel	A Case Study: Reading Strategies Training Scheme in a Hong Kong Primary School
Quelle	In: TESOL Journal, 8 (2017) 1, S.190-214 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.267
Schlagwörter	Case Studies; Reading Strategies; Reading Programs; Reading Instruction; Second Language Instruction; Second Language Learning; English (Second Language); Primary Education; Elementary School Students; Program Implementation; Instructional Effectiveness; Program Evaluation; Reading Skills; Program Development; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Primarbereich; Unterrichtserfolg; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Programmplanung; Ausland; Hongkong
Abstract	This article describes a case study on a reading programme, named Reading Strategies Training Scheme (RSTS), for second language learning in a Hong Kong primary (elementary) school. The scheme, serving learners of English as a second language from Primary One to Six (ages 6--12), was developed by the school's English teaching team. As it was being implemented, the teachers noticed the effectiveness of teaching reading strategies explicitly and of the scheme's role in their professional growth. This article examines the impact of RSTS after its first year, discusses the significance of collaborative work among frontline educators, and gives suggestions as to how a skill-oriented reading programme could be constructed in a teaching community. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01