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

The Chinese University of Hong KongEighty-three good readers and 76 poor readers were compared on their ability to usereading strategies in Chinese reading comprehension and on various readingmotivation variables. Poor readers scored lower than good readers in using allreading strategies, and especially in using sophisticated cognitive and metacognitivestrategies. Poor readers also had lower intrinsic motivation in reading than had goodreaders. While the ability to use reading strategies had the strongest relation withreading comprehension, intrinsic motivation and strategy attribution might facilitatereading development through their positive relations with strategy use. Implicationsof these findings for implementing effective reading instruction in Hong KongChinese language teaching are discussed.

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