Hu, X., Lam, J.W.I. & Tse, S.K. (2016). A Case on Chinese PIRLS Assessment for Singapore Students. The Journal of Chinese Language Education, 14(2), 20-41.

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Title

A Case on Chinese PIRLS Assessment for Singapore Students
新加坡學生華文的PIRLS測試和結果分析

Journal

Journal of Chinese Language Education
華文學刊

Year

2016

Vol

Vol. 14
No. 2
pp20-41

Author

Xiangqing HU, Wai-Ip Joseph LAM, Shek Kam TSE

Abstract

Based on PIRLS reading competency assessment and questionnaire, the paper investigates the Chinese reading competency of bilingual Chinese students in Singapore. The research selected 7, 9 and 12 years old students as objects. ANOVA-Tukey method was employed to make multiple comparisons of students’ PIRLS reading test results. OLS regression analysis was also performed to explore the impact of various reading strategies on the Chinese reading competency of students of different ages and family language backgrounds. The result shows that for 9-year-old students who use EL and CL equally at home, the development of their reading competency is interfered by both languages, whereas the 12-year-olds do not have this problem. For students mainly using EL, their Chinese reading competency lags behind the other groups after the age of 9. In addition, different types of reading strategies and methods have diverse effects on the reading competency of students with various language backgrounds. Therefore, these strategies should be distinguished in terms of their ways of use and ranges of application.

本研究基於全球PIRLS閱讀能力測試和調查問卷,對新加坡7歲、9歲和12歲雙語背景華族學生的華文閱讀能力展開調查。研究者對學生華文PIRLS測試成績進行ANOVA-Tukey多重資料比較,並將學生問卷調查的結果結合閱讀測試成績做OLS回歸分析,以探討各種閱讀教學策略和方法,對不同年齡、不同家庭語言背景學生之華文閱讀能力的影響。結果顯示,9歲中英均衡學生的華文閱讀能力發展受到中英雙語的干擾,但12歲時則不存在這一問題;英文為主學生的華文閱讀能力發展在其9歲以後出現滯後現象。研究同樣表明,不同閱讀教學策略和方法,對不同語言背景學生的閱讀能力有迥異的影響,因此其使用方式和適用範圍也應有所差別。