Research Questions
Explicit teaching of reading strategies (Strickland et al. 2004 ) and supportive
scaffolding (Gallimore and Tharp 1990 ) techniques are found to be particularly
effective for reading comprehension. Using explicit or direct instructional approaches,
teachers can demonstrate and model to their students how use of reading strategies
can enhance reading effectiveness. The steps of explicit instruction typically
include direct explanation, teacher modeling (“thinking aloud”), guided practice,
and application (Adler 2001 ) . On the other hand, supportive scaffolding fosters
effective teaching and learning by creating multiple zones of proximal development.
In this context, the form of teaching becomes dialogue which integrates listening,
speaking, reading, and writing.
This project set out to investigate the following questions:
(a) How well English reading strategies would work to accelerate the English reading
achievement among Chinese primary school students
(b) What impact the self-directed learning approach would play out on the Chinese
primary students
(c) How other major factors (i.e., instructional time, resources, parent support, etc.)
would impact on student English reading achievement
18.2