The core components of reading instruction in Chinese

Ho, Connie; Wong, Yau-Kai; Yeung, Pui-Sze; Chan, David; Chung, Kevin; Lo, Sau-Ching; Luan, Hui
April 2012
Reading & Writing;Apr2012, Vol. 25 Issue 4, p857
Academic Journal
Case Study
The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposed-oral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.


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