The core components of reading instruction in Chinese

The core components of reading instruction in Chinese 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The core components of reading instruction in Chinese

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Publisher
Springer Netherlands
Copyright
Copyright © 2011 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-011-9303-1
Publisher site
See Article on Publisher Site

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.

Journal

Reading and WritingSpringer Journals

Published: Mar 15, 2011

References

  • Preparing special educators to teach reading and use curriculum-based assessments
    Al Otaiba, S; Lake, VE

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