Hui Li|Nirmala Rao
Curricular and instructional influences on early literacy attainment: evidence from Beijing, Hong Kong and Singapore
University of Hong Kong|University of Hong Kong
study considered curricular instructional influences early chinese literacy attainment beijing hong kong singapore participants included 198 preschool children teachers parents children administered preschool primary chinese literacy scale age either two three years one year later teachers asked report beliefs practices related literacy education classroom observations conducted determine extent directives issued beijing hong kong singapore governments implemented investigation showed marked differences across societies curriculum guidelines approaches literacy teaching results indicated age four preschoolers hong kong singapore significantly better chinese literacy attainment beijing although age best predictor attainment location teachers qualifications classroom experience also significantly contributed childrens literacy attainment