Developing A School-based Reading Programme For Lower Primary Learners In Hong Kong: A Case Study And Lessons Learned

Abstract

Reading instruction in English language lessons in Hong Kong primary schools was long dominated by the use of decontextualised textbooks followed by comprehension questions. These were designed to introduce language and prepare learners for high-stakes assessments rather than develop reading skills or an enjoyment for reading. However, following recent educational reforms in Hong Kong, a new emphasis has been placed on early reading. Now, English language teachers are advised to allocate 40% of lessons to reading instruction and are suggested to use real books (CDC, 2017). To operationalise these goals, many primary schools have joined government-developed literacy programmes or developed their own school-based programmes. We introduce a case study of a school-based literacy programme designed to meet the needs of curriculum reform. We report on the programme’s: •Rationale (development of students’ reading skills, interest and enjoyment of reading); •Development (structure, teaching approaches, book selection and activity design), and; •Implementation (integration and capacity-building), This is followed by a critique of the programme’s effectiveness. We conclude with a discussion on how similar school-based programmes in Hong Kong and Greater China have potential to engage young learners in developing reading skills and enjoyment of reading.