A componential model of reading in Chinese

Pui Sze YEUNG, Connie Suk-Han HO, David Wai-ock CHAN, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticlespeer-review

11 Citations (Scopus)

Abstract

This paper endeavours to shed light on the effect of private tutoring for Mathematics, Chinese and English in various kinds of class-size on students’ performances in the National College Entrance Exam (NCEE) in China. To achieve this, it draws upon a dataset collected by a specifically designed questionnaire on private tutoring of grade 12 students in Jinan, China. With the consideration of nested alternative structure of choices among private tutoring in different class-size and self-selection problem, the study employed a nested logit model to investigate the factors underlying students’ choice of private tutoring and has fitted OLS model to examine the effects of different class-size tutoring. Copyright © 2015 Elsevier Inc.
Original languageEnglish
Pages (from-to)11-24
JournalLearning and Individual Differences
Volume45
Early online dateNov 2015
DOIs
Publication statusPublished - Jan 2016

Citation

Yeung, P.-z., Ho, C. S.-h., Chan, D. W.-o., & Chung, K. K.-h. (2016). A componential model of reading in Chinese. Learning and Individual Differences, 45, 11-24.

Keywords

  • Private tutoring
  • Class size
  • Achievement effect

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