Research Projects
ERFP11/23 LCE (2024 - 2029)
Reading Futures Study: A Longitudinal Cross-Case Comparison of Adolescents’ Print and Digital Reading Practices
Reading Futures Study: A Longitudinal Cross-Case Comparison of Adolescents’ Print and Digital Reading Practices ($2,060,209.00)
Large-scale changes in the educational context such as the Personal Learning Device (PLD) initiative in Singapore since 2021, the implementation of Full-Subject-Based Banding in all schools, and the widespread use of machine learning technologies have led to seismic changes in the educational system, with impact on the everyday practices of teaching and learning. Reading is a basic literacy skill for information-gathering, higher order thinking and independent learning across an individual’s lifetime. Understanding how students learn to read and use reading to learn, whether in print or digitally, is crucial for designing learning environments and curriculum, whether online or in person, to support students’ lifelong learning.
This study makes use of an innovative mobile ethnography method alongside traditional ethnographic research to capture the just-in-time reading habits and practices of adolescence across print, smartphone, PLD and other devices, both in school and out-of-school across chronological time (from Secondary 1 to Secondary 4). In Phase 1 of the study, a nation-wide reading survey will be undertaken to establish the reading habits of adolescents, replicating earlier studies conducted in 2017 and 2021. In Phase 2 of the study, a longitudinal comparative case study of two contrastive schools will allow the team to gather in-depth understanding of adolescents’ use of print and digital resources for reading between Secondary 1 to 4. Findings will have implication for literacy and school library policy, curriculum and instruction.
DEV20/20 LCE (2021-2023)
Designing School Libraries of the Future
Source: SUTD Library Redesign Ideation Presentation
Designing School Libraries of the Future (LOTF) Study ($279,879.00)
Globally, the shift towards disruptive technologies, artificial intelligence in the Fourth Industrial Revolution means that ever higher levels of literacy are required to engage in twenty-first century consumption and work. The nature of learning has also changed with greater need for critical and creative thinking, collaboration and innovation. How can schools provide learning environments that support the development of dispositions of engaged reading, independent learning and collaboration, features of 21st century competencies?
This developmental study focuses on school libraries as central learning hubs that support student self-directed acquisition of 21st century competencies. Using a Design-Based Research (DBR) approach, the research team is working with three secondary schools to imagine, implement and inspire their school library collections, programming and technology for future-ready learning. The study aims to add to the research base on school libraries as informal learning environments for reading and learning and develop evaluation resources for schools looking to improve their school libraries.
OER5/16 LCE (2016-2020)
Building a Reading Culture
Source: Commonwealth Secondary School. Photographer: Wan Zhong Hao
Building a Reading Culture (BRC): A Nationwide Study of Reading and School Libraries in Singapore Secondary Schools - OER5/16 LCE ($244,992.00)
Reading is a foundation skill for learning and academic achievement, and in the wake of worldwide concerns with literacy rates, many nations have turned their attention towards reading instruction and strategies.
Drawing on findings from two earlier studies on reading in Singapore, this ERFP Tier 2 study extends beyond best practices instruction to examine how the secondary school libraries can be utilised more effectively in cultivating a reading and learning culture in Singapore secondary schools.
The twin objectives of the study are to contribute to reading and school library research, and to contribute to the crafting of practical professional development courses and policy changes.
2009 - ongoing
Enl*ght
Using drama to teach drama. Photo courtesy of Clementi Town Secondary School.
Technically not a research project but a passion project made possible by the preservice teachers at the National Institute of Education. Enl*ght is a publication for literature teachers by literature teachers and aims to provide resources to support Literature teaching in Singapore secondary schools. The next issue will be out by July 2020.
To find out more about enl*ght, read a Straits Times feature here.
Other Grants
LKYSPP02-23 Evaluating Reading Gain from a Mobile Library Intervention in a Low-Income Neighbourhood (Social Mobility Foundation Grant)
PI: LOH Chin Ee
Duration: 2023 - 2024
This study takes a mixed-methods case study approach to document whether regular visits to a mobile library bus has an impact of children’s reading gain in the form of increased reading enjoyment and frequency, increased print recognition and vocabulary. Theoretically, this study will contribute to growing research on reading loss and seek to posit a new way of thinking by focusing on the evaluation of reading gain. It will contribute to the growing research in informal learning environments by providing insights to how support home reading and complement school reading through community efforts. Practically, this study will provide evidence-based information for stakeholders seeking to improve low-income children’s literacy by (1) documenting the impact of an ecological, user-based approach to reading interventions, (2) providing an evaluation protocol that can be scaled up and used by different organizations, and (3) enlarge the conversation on the efficacy of our community efforts at supporting low-income families.
RS06-20 Reading Futures and Mobilities: A Life History Study of Learning to Read ($49,807.30)
PI: LOH Chin Ee
Duration: 2021 - 2023
This life history study examines 40 individual stories of learning to read in Singapore between 1965 to 2020. It explores what these individuals read, who taught them to read, and why reading was important to them. The study contributes to our understanding of how Singapore's reading policies and practices have developed in relation to national and global needs, providing insights for the refinement of reading policies and practices for human development and skills for 21st century learning. By exploring how different pathways to reading evolve through the generations, suggestions for developing more equitable reading policies and practices across schools, community stakeholders and industry partners can be made.
A Study on Children’s Home ICT Use on their Language and Development (CHILD) - Temasek Foundation Grant ($690,760.78)
COPI: LOH Chin Ee
Duration: 2020 - 2023
The purpose of this study is to understand young children’s (age 4 to 6) pattern of ICT use, that is their interaction with digital mobile devices, and its relationship with parenting styles, across socioeconomic status (SES). The study also examines the impact of young children’s use of digital mobile device on their bilingual learning, socioemotional wellbeing and brain development over a 3-year period, as they progress from Kindergarten 1 (K1) to Primary 1 (P1) in Singapore.
This project is led by Dr Sun He from the Centre for Research in Child Development, Office of Education Research and Associate Professor Victor Lim Fei from the English Language and Literature Academic Group, NIE.
A Study of Children and Adolescents’ Print and Digital Reading Practices in Pandemic Times - ERFP PG07/20 ($19,989.60)
PI: LOH Chin Ee
Duration: 2020 - 2021
The exploratory study examines the print and digital reading habits of Singapore children and adolescents to better understand how they access both print and digital reading resources as part of their daily reading practices. Specifically, given the current pandemic situation, the study will examine how the print and digital reading resources and access of children and adolescents from different SES have changed in response to the national Circuit Breaker. The findings from the study will give us insight into the learning needs of Singapore students and their families to inform resource allocation, inform curriculum and instructional practices, and inform policymakers and educators about how better to encourage engaged reading through different mediums and avenues.
Leisure Reading in Two Languages: Reading Habits and Preferences of Bilingual Children in Singapore - OER03/19 SBQ ($144,784.00)
COPI: LOH Chin Ee
Duration: 2019 - 2021
Leisure reading has been consistently shown to be closely related to children’s success during school years and beyond . Research has also shown that good reading habits can lead to better reading achievement. In light of the proven benefits of leisure reading, language curricula in many education systems, including Singapore, are paying increasing attention to nurture children’s love for reading, and large-scale national surveys have been carried out to understand how children practise and perceive reading.
This ERFP Tier 1 study is led by Principal Investigator Dr Sun Baoqi from the Centre for Research in Child Development, Office of Education Research, NIE.
Cognitive Diagnostic Assessment System (CoDiAS) for Singapore’s Secondary Schools: Toward Individualized Learning and Assessment in Language Education - AFD03/17 VA ($99,102.00)
COPI: LOH Chin Ee
Duration: 2017 - 2020
To date, several computerized diagnostic systems have been developed around the world, but these systems are limited in their feedback delivery and assessment scopes as well as in the delivery of remedial programs to language learners. The Cognitive Diagnostic Assessment System project (CoDiAS) is a response to the educational lacunas in the field of language assessment, in general, and in Singaporean secondary schools, in particular.
This MAF study is led by Assistant Professor Vahid Aryadoust from the English Language and Literature Department, NIE.
Core 3 Research Programme: Baseline Investigation of Subject-Domain Pedagogies in Singapore’s Primary and Secondary Classrooms (C3-PP) - OER10/17 KBK ($1,386,999.00)
COPI: LOH Chin Ee
Duration: 2017 - 2020
Broadly, the Core Research Programme aims to provide a systemic measurement and modelling of curriculum and reform initiatives and pedagogical practices in a representative sample of Primary and Secondary schools in Singapore. It expands on earlier Core 1 and 2 studies and aims to develop baseline data of classroom practices to inform policymaking, curriculum and instructional practices.
The ERFP Tier 3 grant is led by Dr Dennis Kwek, Senior Research Scientist and Associate Dean (Strategic Engagement) at the Office of Education Research, NIE.
A Narrative Inquiry into the Lived Experiences of English Teachers in Singapore Secondary Schools - OER5/11 LCY ($95,738.00)
Joint PI: LOH Chin Ee
Duration: 2012 - 2016
This ERFP examined the lived experiences of English Language and Literature teachers in Singapore Secondary Schools. A key contribution to research resulting from the study is an exploration of how the concept of emotional labour is lived and experienced in specific ways by English teachers.
The subject’s value-laden content, the stress of grading students’ essays, the performance pressures of high-stakes' testing and the need for culturally responsive pedagogies are disciplinary specific emotional labours that English teachers face.