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Article: The core components of reading instruction in Chinese

TitleThe core components of reading instruction in Chinese
Authors
Ho, CSHWong, YKYeung, PSChan, DWChung, KKHLo, SCLuan, H
KeywordsChinese
Cognitive-linguistic skills
Reading instruction
Tiered intervention
Issue Date2012
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777
Citation
Reading and Writing, 2012, v. 25 n. 4, p. 857-886 How to Cite?
DOI: http://dx.doi.org/10.1007/s11145-011-9303-1
AbstractThe 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. © 2011 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/141029
ISSN
0922-4777
2023 Impact Factor: 2.0
2023 SCImago Journal Rankings: 1.138
ISI Accession Number ID
WOS:000301705800004
References
References in Scopus

 

DC FieldValueLanguage
dc.contributor.authorHo, CSHen_HK
dc.contributor.authorWong, YKen_HK
dc.contributor.authorYeung, PSen_HK
dc.contributor.authorChan, DWen_HK
dc.contributor.authorChung, KKHen_HK
dc.contributor.authorLo, SCen_HK
dc.contributor.authorLuan, Hen_HK
dc.date.accessioned2011-09-23T06:23:37Z-
dc.date.available2011-09-23T06:23:37Z-
dc.date.issued2012en_HK
dc.identifier.citationReading and Writing, 2012, v. 25 n. 4, p. 857-886en_HK
dc.identifier.issn0922-4777en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141029-
dc.description.abstractThe 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. © 2011 Springer Science+Business Media B.V.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777en_HK
dc.relation.ispartofReading and Writingen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectChineseen_HK
dc.subjectCognitive-linguistic skillsen_HK
dc.subjectReading instructionen_HK
dc.subjectTiered interventionen_HK
dc.titleThe core components of reading instruction in Chineseen_HK
dc.typeArticleen_HK
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hken_HK
dc.identifier.emailYeung, PS: patcyy@hkucc.hku.hken_HK
dc.identifier.authorityHo, CSH=rp00631en_HK
dc.identifier.authorityYeung, PS=rp00641en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1007/s11145-011-9303-1en_HK
dc.identifier.scopuseid_2-s2.0-84858280681en_HK
dc.identifier.hkuros194218en_US
dc.identifier.hkuros204655-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84858280681&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume25en_HK
dc.identifier.issue4en_HK
dc.identifier.spage857en_HK
dc.identifier.epage886en_HK
dc.identifier.eissn1573-0905-
dc.identifier.isiWOS:000301705800004-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridHo, CSH=35095289900en_HK
dc.identifier.scopusauthoridWong, YK=36462645500en_HK
dc.identifier.scopusauthoridYeung, PS=36463034100en_HK
dc.identifier.scopusauthoridChan, DW=55094576400en_HK
dc.identifier.scopusauthoridChung, KKH=13302613100en_HK
dc.identifier.scopusauthoridLo, SC=37015666200en_HK
dc.identifier.scopusauthoridLuan, H=36895045700en_HK
dc.identifier.citeulike9023583-
dc.identifier.issnl0922-4777-

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