Abstract
The aim of this study was to evaluate the effectiveness of "Focused Word Recognition Method" in teaching a student with reading difficulties in Hong Kong. "Focused Word Recognition Method" is considered as a structured and systematic instruction for word identification. The Chinese characters are grouped for instruction by making use of their phonological, orthographic or semantic features. The participant in this study was an 11-year-old student in the Intensive Remedial Teaching Programme in Primary Schools (IRTP). He had difficulties in reading and writing Chinese characters. The stimulus materials of this study were five lists of Chinese characters. Each list consisted of characters with similar orthographic features. This training programme lasted for four weeks. Comparison of the results of pre-tests and post-tests showed that the student made significant improvement in the performances of dictation, reading aloud and fill-in the blanks activities.
| Original language | English |
|---|---|
| Publication status | Published - Nov 2004 |
| Event | Australian Association for Research in Education Conference (AARE) 2004 - Melbourne, Australia Duration: 29 Nov 2004 → 02 Dec 2004 |
Conference
| Conference | Australian Association for Research in Education Conference (AARE) 2004 |
|---|---|
| Country/Territory | Australia |
| City | Melbourne |
| Period | 29/11/04 → 02/12/04 |
Keywords
- Technical and Special Education
- Theory and Practice of Teaching and Learning
Fingerprint
Dive into the research topics of 'Using "Focused Word Recognition Method" to teach a student with reading difficulties in Hong Kong'. Together they form a unique fingerprint.- APA
- Standard
- Harvard
- Vancouver
- Author
- BIBTEX
- RIS