This project aims to explore a better way to reform teachers’ designs of Chinese stem-deriving instructions to facilitate the Chinese learning of Hong Kong children with dyslexia. This gives rise to two important questions. Could the well-controlled design of Chinese stem-deriving instruction enhance dyslexic children’s character reading? If so, it will be most effective to control the working memory loading for which domain? The outcomes of this project could lead us to know how teachers could maximize the effectiveness of Chinese stem-deriving instructions in teaching Hong Kong dyslexic children’s character reading, and the teachers could take the most effective principal we find in this project to design the Chinese lessons for their students with dyslexia.
|Effective start/end date||01/11/19 → 31/10/21|