Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; and units of syllable onset (a phoneme measure), syllable, and tone detection awareness were administered to 211 Hong Kong Chinese children ages 4 and 5. In separate regression equations, syllable awareness was equally associated with Chinese and English word recognition. In contrast, syllable onset awareness was uniquely associated with English reading only, whereas tone detection was uniquely associated with Chinese reading only. Results underscore both the universality of first-language phonological transfer to second-language reading and the importance of different psycholinguistic units (Ziegler & Goswami, 2005) for understanding reading acquisition: Tone units are integral to Chinese character recognition, whereas phonemes are more strongly associated with English word recognition, even within the same children.
[Copyright of Scientific Studies of Reading is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10888430801917290]

Background This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction.
Purpose This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher.
Programme description The school-based programme was mainly adapted from a Chinese reading strategy instruction programme that was developed by the researcher. It aimed to enhance students' reading comprehension through direct teaching on different reading strategies.
Sample A total of 205 grade 7 students and six teachers from one secondary school in Hong Kong participated in the study. One of the teachers and six students from his class were specially invited to participate as target subjects in an in-depth investigation.
Design and methods This study adopted quantitative methods, including a reading comprehension test and questionnaire, and qualitative methods, including think-aloud measures, interview and observation in programme evaluation.
Results Findings of the study generally suggested that the school-based programme was implemented quite smoothly in the regular Chinese language lessons, and most of the students had better performance on their strategy use and reading comprehension after receiving the programme. While the findings provided preliminary support for developing a school-based strategy instruction programme in Hong Kong Chinese language classes, some problems in changing Chinese language teachers' instructional approach are also discussed.
Conclusions This study explored the possibility of developing a school-based strategy instruction programme in Chinese language classes. Due to the small scale and exploratory nature of the study, however, certain limitations of the research design of this study should be noted.
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作者藉著詞語教學的分析，介紹運用及結合文言文和現代語文教學的方法。作者提出教師應指導學生了解和分析單音節詞和複音節詞的關係，訓練學生欣賞和運用成語、習用語，並掌握文（周麗英整理）

此文是一個實驗研究報告。作者匯報，研究結果顯示：小學生的遣詞能力，與他們的語文能力有關。影響遣詞能力的因素包括有：學生的背景知識，詞的多義性，方言詞彙等。作者並指出選詞測驗並不能甄別學生的成績、填詞及造句作文較可準確反映學生的遣詞能力。（關之英整理）

作者認為教師提高學生的閱讀能力，須要面對：如何鼓勵學生主動積極閱讀；如何訓練學生運用策略閱讀等，以便有效解讀文章的意義。作者根據閱讀理論設計「邊想邊讀」的教學活動，引導學生根據已有知識和經驗，積極理解文章的內容，並根據文章提供的線索，積極猜測下文。（何文勝整理）

本文作者透過討論讀文教學的作用和寫作教學的目標，提出利用讀文教學與寫作教學的配合，在施教課文時針對寫作需要作出適當的指導，便能同時訓練學生的讀、寫能力，達到最佳的教學效果。（周麗英整理）