Helping children with reading disability in Chinese: The response to intervention approach with effective evidence-based curriculum

Connie Suk-Han HO, Yau-Kai WONG, Chor-Ming LO, David Wai-ock CHAN, Kevin Kien Hoa CHUNG, Sau-Ching LO

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

To accomplish effective-based intervention for children with reading disability (RD), it is important to integrate basic and applied research findings and take into consideration some language-specific learning demands. In this chapter, research findings regarding the cognitive profile of Chinese RD are reported and the relevance of the profile for teaching Chinese children with RD is discussed. In particular, a Chinese tiered intervention model with core reading instruction curriculum, which we have developed and implemented in 37 primary schools in Hong Kong, is introduced. This Chinese model has successfully improved the various cognitive skills, literacy skills, and learning motivation of the children in the Program Schools. In particular, 18-58% of poor readers in Tier 2 and 7% dyslexic readers in Tier 3 remedial groups, who originally fell below the benchmark, reaching the benchmark of Chinese literacy after receiving the intervention for 1-2 years. Comparing the core reading components in Chinese and the Big Five in English suggests that different cognitive demands are needed for reading diverse orthographies-phonological training is essential for learning to read English, whereas orthographic and morphological training is significant for reading success in Chinese. Copyright © 2014 Springer Netherlands.
Original languageEnglish
Title of host publicationReading development and difficulties in monolingual and bilingual Chinese children
EditorsXi CHEN, Qiuying WANG, Yang Cathy LUO
Place of PublicationDordrecht
PublisherSpringer
Pages103-124
ISBN (Electronic)9789400773806
ISBN (Print)9789400773790
DOIs
Publication statusPublished - 2014

Citation

Ho, C. S.-H., Wong, Y.-K., Lo, C.-M., Chan, D. W., Chung, K. K.-h., & Lo, S.-C. (2014). Helping children with reading disability in Chinese: The response to intervention approach with effective evidence-based curriculum. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp. 103-124). Dordrecht: Springer.

Keywords

  • Chinese
  • Orthographic skills
  • Morphological skills
  • Reading disability
  • Response to intervention
  • Tiered intervention model

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