Effects of Learning Strategies on Student Reading Literacy Performance

Autor/inn/en	Li, Jie; Chun, Cecilia Ka-wai
Titel	Effects of Learning Strategies on Student Reading Literacy Performance
Quelle	In: Reading Matrix: An International Online Journal, 12 (2012) 1, S.30-38 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Achievement; Learning Strategies; Foreign Countries; Direct Instruction; Memorization; Performance Based Assessment; Gender Differences; Cognitive Style; Performance Factors; Intermode Differences; Likert Scales; Questionnaires; Literacy; Incidence; Schematic Studies; Learning Processes; Hong Kong; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Gedächtnistraining; Leistungsermittlung; Geschlechterkonflikt; Cognitive styles; Kognitiver Stil; Leistungsindikator; Likert-Skala; Fragebogen; Alphabetisierung; Schreib- und Lesefähigkeit; Vorkommen; Schematheorie; Learning process; Lernprozess; Hongkong
Abstract	This study assesses the effects of the use of learning strategies on student literacy performance based on the 2002 Hong Kong Program for International Student Assessment. The descriptive statistics show that students use the memorization strategy almost as frequently as the elaboration strategy. Independent sample t-tests reveal that female students prefer to use more memorization strategies and less elaboration strategies than male students. The regression analysis demonstrates a positive relationship between learning strategy use and student reading performance. Results show that the memorization strategy has more strength in predicting students' reading performance than the elaboration strategy, and that girls are doing better in reading than boys. Based on the findings, a direct instruction approach is recommended in strategy training. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10