Investigating Reading Performance and Social-Cognitive Factors in the Greater Bay Area

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Innovative Practices Within ELA Classrooms (Table 11)

Abstract

This study examines the reading performance and social-cognitive factors of fourth-grade students in the Greater Bay Area (GBA), encompassing Guangdong and Hong Kong. By analyzing standardized reading comprehension tasks and social-cognitive questionnaires, the research identifies how individual differences and reading genres impact literacy. Findings reveal significant regional differences, with Guangdong students excelling in literary reading and Hong Kong students in informational reading. Social-cognitive factors such as intrinsic and extrinsic motivation also vary by region. These results highlight the influence of distinct curriculum guidelines and socio-cultural contexts on reading development. The study underscores the need for enhanced educational collaboration within the GBA to support diverse literacy needs and instructional practices.

Authors

• Jiahuan Zhang, The Hong Kong Polytechnic University

• Choo Mui Cheong, University of Hong Kong

• Xinhua Zhu, Hong Kong Polytechnic University