Abstract
A Chinese Reading Strategy Instruction Program based on the Cognitive Strategy Instruction Model was designed and integrated into the new Chinese language curriculum. This study evaluated the possibility and effectiveness of implementing direct strategy instruction in six secondary schools in Hong Kong. A total of 1,220 secondary 1 (equal to Grade 7) students and 27 Chinese language teachers participated in the study. Findings in the study supported the effectiveness of strategy instruction in enhancing students’ use of reading strategies and comprehension in all achievement levels. Most of the teachers had positive attitudes toward strategy instruction and were satisfied with the arrangement of the Program. Teachers generally agreed that direct strategy instruction was better than the traditional Chinese reading instruction and found it easy to integrate the Program into the new Chinese language curriculum. However, the transfer and maintenance effects of the Program were limited. Teachers also raised questions on some practical problems in implementing strategy instruction in their daily teaching. Whereas findings in this study provided support for integrating strategy instruction into the Chinese language mainstream curriculum, it was believed that improved instructional design of the Program and more support provided to the teachers might enhance greater effectiveness of the Program.
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