The core components of reading instruction in Chinese

Suk Han Connie HO, Yau Kai WONG, Pui Sze YEUNG, Wai Ock David CHAN, Kevin Kien Hoa CHUNG, Sau Ching LO, Hui LUAN

Research output: Contribution to journalArticlespeer-review

30 Citations (Scopus)


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. Copyright © 2011 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)857-886
JournalReading and Writing
Issue number4
Publication statusPublished - Apr 2012


Ho, C. S.-H., Wong, Y.-K., Yeung, P.-S., Chan, D. W.-o., Chung, K. K.-H., Lo, S.-C., & Luan, H. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857-886.


  • Tiered intervention
  • Reading instruction
  • Cognitive-linguistic skills
  • Chinese


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