Primary four students’ development of reading ability through inquiry-based learning projects

Abstract

This paper is part of a bigger study that investigates a collaborative instructional approach involving three kinds of teachers (Information Technology, General Studies, and Chinese) and the school librarian in guiding primary 4 (P4) students through two phases of inquiry-based learning (IBL) projects, each lasting for 2-3 months in 2006-2007. This collaborative approach in guiding students through the IBL projects has proven to be effective. Not only did the participating students significantly enhance their reading abilities, but they obtained 37.47% higher grades in their General Studies projects compared with their peers in the previous year (Chu, Chow, Tse, & Kuhlthau, 2008a). Using PIRLS, this paper examines the reading tests and surveys completed by the students before and after their IBL projects. Using another perceptual survey, students, teachers and parents’ opinions regarding improvement in student reading ability after the completion of the first IBL project was also investigated. This study may shed light on the benefits and possibilities of an integrative instructional approach in improving student reading and language abilities.