The core components of reading instruction in Chinese

Connie Suk Han Ho, Yau Kai Wong, Pui Sze Yeung, David Wai ock Chan, Kevin Kien Hoa Chung, Sau Ching Lo, Hui Luan

Research output: Journal article publicationJournal articleAcademic researchpeer-review

21 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)857-886
Number of pages30
JournalReading and Writing
Volume25
Issue number4
DOIs
Publication statusPublished - 1 Apr 2012
Externally publishedYes

Keywords

  • Chinese
  • Cognitive-linguistic skills
  • Reading instruction
  • Tiered intervention

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

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