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Since the Programme for International Student Assessment (PISA) was performed, reading literacy especially the youth’s reading ability has attracted attention of the international community. According to the result of PISA 2012 reading assessment, Asian Chinese students had recorded an outstanding performance, then how is the performance of Chinese students from different regions in reading? It is also worth understanding. Therefore, the main purpose of this study is to explore the reading engagement of overseas Chinese youth in Asia from a cross-regional perspective. In this study, a questionnaire survey was used to achieve the above purpose. The subjects are students from Preparatory School for Overseas Chinese in National Taiwan Normal University. A “Reading Engagement Questionnaire” was distributed to all students in the preparatory school, and there were 916 valid samples, the availability percentage was 82.67%. Through the statistical results, the conclusions were summarized as follows: First, there were some convergences among the overseas Chinese youth such as their intrinsic reading motivation was stronger than their extrinsic reading motivation. However, they spent little time reading for enjoyment. Also, the results shown that newspapers and fictions were the materials the overseas Chinese youth read the most; the most frequent forms of online reading activities among the overseas Chinese youth were reading information on social networking sites such as Facebook and reading online news. These overseas Chinese youth rarely used reading strategies. Moreover, their involvement in social interactions related to reading was not as positive as expected. Second, the reading motivation and reading behavior of the overseas Chinese youth from different country were varied. Burmese Chinese students were reported as the highest on reading motivation. In the aspect of reading behavior, the time that Macau students spent on reading for enjoyment is significantly less than Hong Kongese students. The diversity of reading materials and online reading activities of Hong Kongese students were favorable. Burmese and Malaysian students were more actively involved in reading-related interactions. Third, gender made a difference in overseas Chinese youth’s reading motivation and reading behavior. Overall, female students were more motivated than the male students in reading activities except for Indonesia and Macau. Except Macau, the male students read comic books more frequently than the female students. Male students from Hong Kong searched online information to learn about a particular topic, took part in online group discussions or forums, and read online comics more frequently than the female students. Burmese and Malaysian male students read online comics more frequently than the female students. Female students from Hong Kong were significantly more active than the male students in social interactions related to reading. Fourth, there were significant differences between the four divisions of Chinese youth in the frequencies of reading both paper-based and online materials such as non-fiction books, newspapers, comic books, online news, online comic, using an online dictionary or encyclopedia as well as reading information from social networking sites. Fifth, there was a significant correlation between school reading promotion and their reading engagement however it varied between each country. Sixth, Overseas Chinese youth’s reading motivation significantly correlated with their reading behavior and the use of reading strategies.
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