| Summary: | 碩士 === 南華大學 === 國際暨大陸事務學系公共政策研究碩士班 === 101 === PIRLS (Progress in International Reading Literacy Study) is the most important international evaluation of the reading literacy for countries around the world. It is mainly composed of four indexes for its evaluation method. This study intends to compare the education policy of reading and corresponding actions for primary school pupils in Hong Kong and Taiwan based on the PIRLS evaluation system and others. Finally some proposals and suggestions are made for policy-mending and further study.
From the comparative study approach been applied in the study of the learning to reading education policy in Hong Kong and Taiwan, five conclusions are made as below:
1. Teachers in Hong Kong value reading related courses and activities more than teachers in Taiwan and often integrate them as a new course. Also Hong Kong teachers are more dedicative in putting the learning to reading policy into practice.
2. Strategy of reading teaching are quite common in Hong Kong; in the Chinese language learning course in Taiwan are normally focused on assigning a textbook reading other than devise a strategy for it.
3. Education policy differences between these two areas such as the official language learning hours and education reform should influence students’ performance of reading literacy.
4. Students from Hong Kong input more time on independent reading than Taiwan students, who normally do not perform well at independent reading.
5. Reading instruction is considered important item in Hong Kong teachers’ training as well as education reform and moreover, reading practice is highly valued and practiced in primary school courses. However in Taiwan reading is usually considered as an extra-curricular activity.
According to above conclusions, some suggestions for reading policy of Taiwan are proposed as below:
1. Promptly develop strategy and approach to consolidate the reading comprehension, which are essential for primary school education in Taiwan.
2. Reading related software and hardware in primary schools need to be sufficient and fulfilling by Taiwan government.
3. Friendly social environments for creativity need to be shaped in Taiwan.
4. Learning to reading policy needs to be considered as a long term project by Taiwan officials.
5. To cultivate students with a lifelong reading behavior needs to be an important goal of primary school education in Taiwan.
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