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The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018

Journal of research in reading, 2022-02, Vol.45 (1), p.137-156

2022

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The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation

Reading & writing, 2020-10, Vol.33 (8), p.2001-2027

Lau, Kit-ling

2020

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Reading engagement and reading literacy performance: effective policy and practices at home and in school

Journal of research in reading, 2018-11, Vol.41 (4), p.657-679

2018

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Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension

Reading & writing, 2019-04, Vol.32 (4), p.963-982

Lau, Kit-Ling

2019

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Reading instruction and reading engagement and their relationship with Chinese students’ PISA reading performance: Evidence from B-S-J-Z, Hong Kong, and Chinese Taipei

International journal of educational research, 2023, Vol.120, p.102202, Article 102202

2023

Volltextzugriff (PDF)

Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners

The Journal of educational research (Washington, D.C.), 2017-09, Vol.110 (5), p.503-514

Lau, Kit-Ling

2017

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Language Skills in Classical Chinese Text Comprehension

Journal of psycholinguistic research, 2018-02, Vol.47 (1), p.139-157

Lau, Kit-ling

2018

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Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Reading & writing, 2021-12, Vol.34 (10), p.2581-2602

2021

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Relationships between different instructional approaches and students' Classical Chinese reading comprehension and motivation

Journal of research in reading, 2019-11, Vol.42 (3-4), p.523-540

Lau, Kit‐ling

2019

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Within-year changes in Chinese secondary school students' perceived reading instruction and intrinsic reading motivation

Journal of research in reading, 2016-05, Vol.39 (2), p.153-170

Lau, Kit-ling

2016

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Grade differences in reading motivation among Hong Kong primary and secondary students

British journal of educational psychology, 2009-12, Vol.79 (4), p.713-733

Lau, Kit-Ling

2009

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Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong

Journal of research in reading, 2009-11, Vol.32 (4), p.366-382

Lau, Kit-Ling

2009

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Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

Journal of psychoeducational assessment, 2022-06, Vol.40 (3), p.438-444

Lau, Kit-Ling

2022

Volltextzugriff (PDF)

Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program

Reading & writing, 2024-02

2024

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Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation

Teaching and teacher education, 2017-05, Vol.64, p.175-186

Kit-ling, Lau

2017

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Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use

Educational psychology (Dorchester-on-Thames), 2008-07, Vol.28 (4), p.357-372

2008

Volltextzugriff (PDF)

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Frontiers in education (Lausanne), 2022-10, Vol.7

Lau, Kit Ling

2022

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Construction and Initial Validation of the Chinese Reading Motivation Questionnaire

Educational psychology (Dorchester-on-Thames), 2004-12, Vol.24 (6), p.845-865

Lau, Kit-ling

2004

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Reading strategy use between Chinese good and poor readers: a think-aloud study

Journal of research in reading, 2006-11, Vol.29 (4), p.383-399

Lau, Kit-Ling

2006

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Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses

Reading & writing, 2022-02, Vol.35 (2), p.427-455

2022

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Validation of a Chinese achievement goal orientation questionnaire

British journal of educational psychology, 2008-06, Vol.78 (2), p.331-353

2008

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Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses

International journal of educational research, 2021, Vol.107, p.101751, Article 101751

2021

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Reading strategy use and motivation among Chinese good and poor readers in Hong Kong

Journal of research in reading, 2003-06, Vol.26 (2), p.177-190

2003

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Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools

Studies in educational evaluation, 2019-12, Vol.63, p.48-58

2019

Volltextzugriff (PDF)

Chinese language teachers' orientation to reading instruction and their instructional practices

Journal of research in reading, 2007-11, Vol.30 (4), p.414-428

Lau, Kit-ling

2007

Volltextzugriff (PDF)

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The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018

The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation

Reading engagement and reading literacy performance: effective policy and practices at home and in school

Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension

Reading instruction and reading engagement and their relationship with Chinese students’ PISA reading performance: Evidence from B-S-J-Z, Hong Kong, and Chinese Taipei

Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners

Language Skills in Classical Chinese Text Comprehension

Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

Relationships between different instructional approaches and students' Classical Chinese reading comprehension and motivation

Within-year changes in Chinese secondary school students' perceived reading instruction and intrinsic reading motivation

Grade differences in reading motivation among Hong Kong primary and secondary students

Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong

Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program

Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation

Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Construction and Initial Validation of the Chinese Reading Motivation Questionnaire

Reading strategy use between Chinese good and poor readers: a think-aloud study

Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses

Validation of a Chinese achievement goal orientation questionnaire

Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses

Reading strategy use and motivation among Chinese good and poor readers in Hong Kong

Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools

Chinese language teachers' orientation to reading instruction and their instructional practices

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