作者：
Cheong Yun Yee 钟韵宜, Lim En Qi, Jasline 林恩齐, Su Zhili 苏志丽

中文题目：
新加坡中学高级华文阅读素养评估：纸质与数字阅读任务研究

英文题目：
Assessing Advanced Chinese Reading Literacy in Singapore: Print and Digital Reading Tasks for Secondary Higher Chinese Language Students

简介：
The assessment of reading literacy remains an important challenge in multilingual education systems, particularly when learners are expected to demonstrate high-level reading competencies across both print and digital environments. In Singapore, Secondary Higher Chinese Language (HCL) students are positioned as near-native bilingual learners and are expected to demonstrate advanced Chinese reading literacy, including interpretive, inferential, evaluative, and integrative competencies. Yet relatively little empirical research has examined how such competencies can be systematically assessed or how students perform across different reading modalities. This paper presents the design of a large-scale mixed-methods study investigating the reading literacy, motivation, and reading practices of Secondary HCL students in Singapore, with particular attention to how assessment tasks can be used to examine students’ cognitive reading subskills. Grounded in a pragmatic research paradigm, the study integrates document analysis, assessment development, questionnaire data, and qualitative interviews to provide a comprehensive account of advanced Chinese reading literacy. Approximately 300 Secondary Three HCL students from six to eight secondary schools, including both Special Assistance Plan (SAP) and non-SAP schools, will participate in the study. Two complementary assessment components have been developed. The first is a syllabus-aligned print-based Chinese reading assessment designed to assess students’ performance in key cognitive reading subskills. The second is a digital Chinese reading assessment administered via an online platform and informed by the Programme for International Student Assessment (PISA) reading literacy framework, modelling contemporary multimodal and multi-source reading environments. Assessment items will be classified by subject matter experts according to established cognitive reading subskills, enabling the study to analyse students performance across different reading processes and task types. Questionnaire data adapted from validated instruments such as the Motivation for Reading Questionnaire and the PISA Student Questionnaire will be used to explore relationships between reading motivation, reading practices, home literacy environment, and reading performance. Semi-structured interviews with students, teachers, and parents will provide qualitative insights into the contexts shaping Chinese reading literacy. The conference presentation will discuss the conceptualisation and methodological design of the study and share preliminary findings from the pilot phase, including insights into task design, patterns in students’ responses, and the alignment between assessment tasks and targeted reading subskills.

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