讀寫能力差距的成因及輔導方法

Research output: Contribution to conferencePaper

Abstract

研究指出,家庭的社會經濟(社經)地位可影響幼兒的學業成績。在香港,兒童貧窮率高逾20% (1),許多基層兒童在讀寫和數學方面都有學習困難。本演講將探討家庭社經地位如何影響基層和中產家庭兒童的學業成績,基層兒童讀寫能力發展的認知及語言因素,以及相關的介入方案,並會討論最新的研究成果和提升基層兒童學習能力的方法。
(1) 政府統計處(2017)。2016年香港貧窮情況報告。政府統計處,香港。
It is estimated that more than 200 million children under the age of 5 from developing and developed countries may not fully achieve their academic potential primarily linked to low socioeconomic status (SES). In Hong Kong, approximately 20% of children under the age of 18 years live under the poverty line (1). Many of them are at great risk for learning difficulties in literacy and numeracy. This presentation will address: (a) how SES affects academic achievement of kindergarten children from low- to middle-SES backgrounds in Hong Kong; (b) what the cognitive and linguistic factors associated with language and literacy development of low-SES children are; and (c) what cognitive-language interventions are to support low-SES children learning early language and literacy skills. Finally, it will also discuss the use of latest research findings and an empowerment-based approach to support low-SES children and their families in Hong Kong and elsewhere in Asia.
(1) Census and Statistics Department (2017). Hong Kong Poverty Situation Report 2016. Census and Statistics Department, Hong Kong. Copyright © 2018 Learning & Teaching Expo.
Original languageChinese
Publication statusPublished - Dec 2018

Citation

鍾杰華(2018.12):讀寫能力差距的成因及輔導方法,論文發表於「學與教博覽2018:攜手共創教育未來」,香港會議展覽中心,香港,中國。

Keywords

  • Alt. title: Causes and remedies for the literacy achievement gap