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 language | English |
|---|---|
| Pages (from-to) | 857-886 |
| Number of pages | 30 |
| Journal | Reading and Writing |
| Volume | 25 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Apr 2012 |
| Externally published | Yes |
Keywords
- Chinese
- Cognitive-linguistic skills
- Reading instruction
- Tiered intervention
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing