The core components of reading instruction in Chinese

Ho, Connie Suk‐Han; Wong, Yau Kai; Yeung, Pui sze; Chan, David; Chung, Kevin Kien Hoa; Lo, Sau Ching; Luan, Hui

doi:10.1007/s11145-011-9303-1

Cited by 29 publications

(26 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of this experiment confirm the inferences drawn from previous studies, in that understanding remedial instruction is crucial for improving CFL learners' abilities in listening comprehension and speaking (Feng, Lu & Liu, ; Ho et al , ). What is different from former work is that this study, in addition to validating the feasibility of combining computerized diagnostic tests and remedial instruction, empirically supports the effectiveness of remedial instruction for CFL learners taking self‐assessment tests, as these learners are able to evaluate their own progress in the course of their studies and identify deficiencies in areas that may require remedial work.…”

Section: Discussionsupporting

confidence: 88%

The development and evaluation of listening and speaking diagnosis and remedial teaching system

Hsiao

Chang

Lin

et al. 2014

Brit J Educational Tech

View full text Add to dashboard Cite

In this study, a system was developed to offer adaptive remedial instruction materials to learners of Chinese as a foreign language (CFL). The Chinese Listening and Speaking Diagnosis and Remedial Instruction (CLSDRI) system integrated computerized diagnostic tests and remedial instruction materials to diagnose errors made in listening comprehension and speaking. To test the CLSDRI system, 65 CFL students were recruited from the Mandarin Training Center at National Taiwan Normal University to participate in an experiment. The results indicated that the CLSDRI system made a greater positive impact on the experimental group (EG) participants' listening comprehension and oral language proficiency compared with the control group's (CG) use of computerized diagnostic tests combined with paper-based remedial instruction materials. Moreover, the experiment revealed two interesting findings related to the effectiveness of the CLSDRI system: (1) immediate and adaptive remedial instruction materials improved the EG participants' proficiency in listening comprehension and speaking and (2) there were fewer differences in listening comprehension and speaking abilities between the Sinosphere participants who resided in a Chinese population and were influenced by Chinese culture and the non-Sinosphere participants. These findings support the effectiveness of computer-assisted language learning.

show abstract

Section: Discussionsupporting

confidence: 88%

The development and evaluation of listening and speaking diagnosis and remedial teaching system

Hsiao

Chang

Lin

et al. 2014

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…This is crucial, as metalinguistic awareness and word-reading skills are malleable and can be improved considerably by appropriate early experiences (e.g., Chen et al, 2009). The findings show the value of compounding awareness as a component of a reading intervention for young Chinese students (e.g., Ho et al, 2012;Wu et al, 2009). Raising compounding awareness in the early grades has the potential to accelerate word reading and reading comprehension in later years, especially for students with a lower initial level of compounding awareness.…”

Section: Theoretical Methodological and Practical Implicationsmentioning

confidence: 83%

Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2

Cheng

Zhang

et al. 2016

Reading Research Quarterly

View full text Add to dashboard Cite

Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1–4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word‐reading efficiency at time 4 mediates the association between initial status and growth in compounding awareness and reading comprehension at time 4. The results indicated that initial status and growth rates of compounding awareness made a significant direct contribution to reading comprehension at the end of second grade after controlling for IQ, phonological awareness, and vocabulary knowledge. The relationship between initial status and growth rates of compounding awareness and reading comprehension were fully mediated by word‐reading efficiency. The findings underscore the importance of growth in compounding awareness for reading comprehension and add to the literature about the nature of the morphological awareness and reading comprehension relationship in Chinese.

show abstract

“…We assessed the understanding of basic word order patterns in Chinese with a word order correction task. The task design was similar to that in previous Chinese literacy research (Chik et al., ; Ho et al., ; Yeung et al., ). Twelve Chinese sentences were selected from locally published Chinese textbooks and exercises designed for grades 1–4 in Hong Kong.…”

Section: Methodsmentioning

confidence: 98%

Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students

Siu

2015

Read Res Q

Self Cite

View full text Add to dashboard Cite

The present study examined the roles of different dimensions of syntactic skills in predicting reading comprehension within and across two languages with contrasting structural properties: Chinese and English. A total of 413 young Cantonese-English bilingual students in Hong Kong (202 first graders and 211 third graders) were tested on word order skill, morphosyntactic skill, and reading comprehension in both L1 and L2. Hierarchical regressions showed that after partialing out the effects of age, nonverbal intelligence, working memory, oral vocabulary, and word reading, word order skill was more predictive of reading comprehension in both L1 and L2 in grade 1 than morphosyntactic skill. In grade 3, morphosyntactic skill emerged to be an equally and even a more important skill than word order skill in L1 and L2 reading, respectively. In both age cohorts, L1 syntactic skills cross-linguistically predicted L2 reading comprehension even when age, oral language, and general cognitive skills were statistically controlled. Statistical equation modeling mediation analyses revealed that this syntactic transfer from L1 to L2 was mediated by L2 syntactic skills but not L1 reading comprehension. When we further investigated the transfer of individual syntactic skills, word order skill appeared to be more transferable than morphosyntactic skill early in grade 1, in support of the transfer facilitation model. The findings suggest that young bilingual students may draw on the correspondence between L1 and L2 syntax to support their L2 learning, hence informing educators of issues and strategies that they should take note of in designing an effective L2 learning program.

show abstract

The core components of reading instruction in Chinese

Cited by 29 publications

References 46 publications

The development and evaluation of listening and speaking diagnosis and remedial teaching system

The development and evaluation of listening and speaking diagnosis and remedial teaching system

Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2

Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students

Contact Info

Product

Resources

About