The Impact of Illustrations and Cultural Schemata on Hong Kong Pupils' Reading Comprehension and Recall of Text [electronic resource] / Terry Dolan.
In a study of children's reading processes in English, 261 pupils from a Hong Kong Anglo-Chinese school and from an urban comprehensive school in England were given different versions of a text in English and asked to read it silently in preparation for a memory test sometime in the future. Thr...
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| Format: | Electronic eBook |
| Language: | English |
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1994.
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| Summary: | In a study of children's reading processes in English, 261 pupils from a Hong Kong Anglo-Chinese school and from an urban comprehensive school in England were given different versions of a text in English and asked to read it silently in preparation for a memory test sometime in the future. Three weeks later, they were tested on story recall. Three text types were distributed: a congruously-illustrated text (CIT), an incongruously illustrated text (ICT), and the text alone (TA). In each of these text types, cultural schemata of the stories were either British- or Hong Kong-related. As anticipated, the British group performed significantly better than their Hong Kong counterparts, with no significant effects or interactions for either recall of detail or comprehension of general idea. Among the Hong Kong students, many failed to recall either main idea or detail. Pupils reading the CIT performed almost twice as well as the other groups. Pupils reading stories set in their own cultural backgrounds had better recall in every instance. Post-test interviews of subjects also gave insight into the relatively different performance of the two groups; pupil expectations played an important role. Contains 25 references. (MSE) |
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| Item Description: | ERIC Document Number: ED386061. ERIC Note: In: Bird, Norman, Ed., And Others. Language and Learning. Papers presented at the Annual International Language in Education Conference (Hong Kong, 1993); see FL 023 205. |
| Physical Description: | 13 p. |