Comparative Study About the Effect of Computer-Based Reading Activities on Reading Achievement Between Chinese and U.S. Students

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-1 - Reading Comprehension and Assessment

Abstract

Reading for personal experiences and acquiring and using information as well as the relevant reading processes are important part of reading literacy that students need to develop in order to progress successfully through the schooling and that will equip students with the ability to fully participate in society. However, students in Hong Kong and the U.S. demonstrated a substantial performance gap in these reading proficiency. This study examined whether four computer-based reading instructional activities actually influence students’ performance in reading processes central to the reading for experiences and acquiring and using information in Hong Kong and the United States by using the data from PIRLS 2011.

Authors

• Dan Li, Iowa Department of Education

• Jian Wang, Texas Tech University