Enhancing Chinese language learning of Non-Chinese speaking (NCS) Secondary school students -An Investigation on the effectiveness of adopting “Reading to Learn” methodology in teaching with picture books-

Shum, Shiu-Kee Mark; Liu, Kim-wan

doi:10.15670/hace.2014.33.1.067

Han-Character and Classical written language Education

2014

DOI: 10.15670/hace.2014.33.1.067

|View full text |Cite

Enhancing Chinese language learning of Non-Chinese speaking (NCS) Secondary school students -An Investigation on the effectiveness of adopting “Reading to Learn” methodology in teaching with picture books-

Shiu-Kee Mark Shum¹,

Kim-wan Liu²

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Cheng,

Everatt,

Arrow

et al. 2023

Language Teaching Research

View full text Add to dashboard Cite

Learning to read Chinese has been the main focus of Chinese heritage language education. The frequency of exposure to orthography–phonology and orthography–semantics correspondences and radical awareness play a significant role in character learning. However, limited exposure to characters in Chinese textbooks and the lack of explicit instruction on phonetic radicals have been proposed as limitations of conventional instruction methods used with Chinese heritage language learners. The current study assessed the efficacy of providing frequent character exposure in group reading activities for Chinese heritage children in their early learning to read Mandarin Chinese through a teaching method called Progressive Character Reading. The effectiveness of the teaching method on Chinese character acquisition and Chinese reading comprehension was examined through a quasi-experimental framework that compared a group of children undergoing the new teaching method (experimental group, n = 20) with a group of learners experiencing the traditional textbook-based instruction (control group, n = 20). Significant differences in gains between these two groups were found in measures of Chinese character reading, character–picture matching and Chinese sentence comprehension. These results suggest that group reading activities with frequent character exposure can increase learning for Chinese heritage language learners over that associated with conventional textbook-based instruction.

show abstract

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Cheng,

Everatt,

Arrow

et al. 2023

Language Teaching Research

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Enhancing Chinese language learning of Non-Chinese speaking (NCS) Secondary school students -An Investigation on the effectiveness of adopting “Reading to Learn” methodology in teaching with picture books-

Cited by 1 publication

References 0 publications

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Contact Info

Product

Resources

About