Parental Paired-reading Intervention for Chinese Dyslexic Children: Using Curriculum-based Measurement to Assess Responsiveness-to-Instruction

By Alice Cheng-Lai and Alan H. L. Chan.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In this study, a proposed model of paired-reading was suggested to parents of Chinese dyslexic children in Hong Kong. The model incorporated strategic instruction of fluent reading and explicit instruction of orthography, morphology and semantics of Chinese words. Instructional passages were given to parents and children to practice paired-reading at home in each week. Curriculum-based measurements (CBM) were administered in a continuous 7-week period. The constructs of the two CBM tasks (i.e. oral reading and maze) were designed to directly assess the expected learning outcomes of the individual children. The post-test results in the oral reading task indicated that most children read more accurately and fluently in a rewritten passage. Moreover, the children performed satisfactorily in the items of direct vocabularies in the maze task. It indicated that the children had built up the lexical representations of the Chinese words that they were previously unfamiliar with. However, the children were less capable of answering the items of morphologically-related vocabularies. The effectiveness of the proposed paired-reading model and the pedagogical implications were discussed in regard of Chinese literacy instruction for Chinese dyslexic children.

Keywords: Parental Intervention, Paired-reading, Chinese Dyslexic Children, Curriculum-based Measurement

The International Journal of Learning, Volume 15, Issue 8, pp.235-252. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.489MB).

Dr. Alice Cheng-Lai

Associate Professor, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong

Dr. Alice Cheng Lai was educated at National Taiwan Normal University (BA), Michigan State University (MA) and Hong Kong University (PhD). She is the Associate Professor in Educational Psychology and Person-in-charge of Manulife Centre for Children with Specific Learning Disabilities in the Faculty of Health and Social Sciences at the Hong Kong Polytechnic University and the Director of PolyU- Peking U Joint Centre for Child Development and Learning in Peking University, Beijing PRC. She has been conducting research into children with Chinese developmental dyslexia and specific learning disabilities for more than 15 years in Hong Kong and Beijing PRC. Her areas of interest include identification and intervention of children at risk for school failure and dyslexia and other specific learning disabilities and how dyslexia is best addressed in Chinese-speaking communities in China and other Chinese speaking communities around the world. She is also active in the local community in the Curriculum-Based Measurements (CBM) of students with learning difficulties.

Mr. Alan H. L. Chan

Research Assistant, Manulife Centre for Children with Specific Learning Disabilities, The Hong Kong Polytechnic University, Hong Kong

Mr. Alan Chan is a research assistant in the Manulife Centre for Children with Specific Learning Disabilities of the Hong Kong Polytechnic University. He is a graduate of Cogniive Science at the University of Hong Kong in the year 2007. His research interests include the validity of interventions for Chinese dyslexic children and the development of family literacy program that enhances learning outcomes and motivation for Chinese dyslexic children.

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