Author: SinoAdmin

Consciously cultivate basic Chinese reading and writing strategies for Singaporean children. Pre school children are still only beginners, and even if they have learned some words and are able to read independently, their understanding of the reading content is still very limited.

To become a fluent reader, parents also need to consciously help children develop basic reading strategies, in order to help children understand the reading content more comprehensively and deeply. There are four basic reading strategies: reflection strategy, expectation strategy, questioning strategy, and hypothesis strategy.

Reflection strategy:
It refers to children’s various reflections on the characters, plot, and other aspects of the story told in the picture book during the process of listening to the story or reading the picture book.

This reflection may be a manifestation of their own imagination or a reflection combined with their own life experiences. Regardless of the form, it will be beneficial for children to understand the reading content.

Expected strategy:
It refers to the ability of children, after accumulating a considerable amount of reading experience, to see or hear similar stories and speculate about the plot development and future behavior of characters.

This predictive ability can help children quickly understand the reading content and enhance their interest in reading in the future. With expectations, one wants to continue reading to verify whether their expectations are correct. At this point, expectations become a driving force and guide for continued reading, allowing children to engage in deeper reading comprehension.

Questioning strategy:
It refers to children’s questioning of the character setting, plot development, and story ending in picture books during reading comprehension. Why is this so? These doubts are related to the accumulation of children’s early reading experience, as well as their thinking about stories.

Queries help children find the reasons for events to occur and develop while reading, and are linked to their own reading or life experiences. They make children want to further explore and verify their doubts, and find answers.

Assumption strategy:
It refers to asking children to assume, after listening to a story or reading a picture book, that if they were in a different scene, the characters would behave differently, and if they were a certain character, what direction the story would develop and what different endings it would have.

Assuming that the strategy is an open-ended way of thinking, with no standard answers but various possibilities hidden. Children need to unleash their imagination and integrate, compare, and create their own life and reading experiences.

These four basic reading strategies can all be used in parent-child reading, where parents consciously use collaborative and interactive reading methods to help their children learn and apply them.

The use of different reading strategies can improve the efficiency and quality of children’s information acquisition through reading, and the use of basic reading strategies can also determine the level of children’s reading ability and how far they are from becoming mature independent readers.

The reading guidance ability of parents plays an external promoting role in the development of basic Chinese reading and writing strategies for Singaporean children.

To cultivate children as autonomous readers, it is also necessary to develop their internal strength. This cannot be achieved without the support of parents who have the ability to assist, and this assistance and support can be obtained from the following:

Creating a supportive reading environment for children=creating a physical environment+creating a psychological environment

Parents create their own comfortable reading corners for their children, allowing them to easily access picture books that they can read and enjoy at home. There are also plenty of picture books at home for children to choose from, which are all physical environments that parents can create for their children to stimulate their interest in reading.

To create psychological comfort and pleasure for children in reading, it is also necessary to create a psychological environment.

Reading with parents and children, enjoying the intimate time of snuggling together while reading, experiencing various fun of role-playing and game interaction in reading, feeling the warmth of parents’ love and the nourishment of language, all of which provide a safe and comfortable psychological environment for children’s reading.

The key word for creating a psychological environment is companionship: immersing oneself in the beautiful time of reading with children together requires parents to pay attention to their children’s emotional state and reading feedback during parent-child reading, adjust their reading interaction methods in a timely manner.

Engaging in discussions and exchanges with children during the reading process, encouraging and supporting children to express their opinions and ideas, and making children the leader in reading, Only in this way can children develop reading habits and improve their reading abilities.

Pay attention to the child’s state and ability development during reading, engage in dialogue and discussion.

To make children fall in love with reading, parents need to constantly monitor their children’s reactions during parent-child reading. Children’s level of understanding of the story can be judged by their expressions, body movements, etc.

Whether they are interested in this picture book story, and whether they are interested in reading at this time. If they are not interested at this time, do not force them to continue reading. This can easily lead to a sense of boredom in reading, and it is important to always connect reading with a sense of happiness.

Parents not only need to pay attention to their children’s reading status, but also need to pay attention to whether their children are willing to obtain key information in pictures by reading text.

Even if preschool children pay little attention to text in their reading, parents always tend to use pictures to communicate with their children. However, parents still need to realize that picture books are composed of both pictures and text. Picture books are not just a simple combination of pictures and text, but rather promote and integrate each other to tell a story.

Sometimes pictures and words describe two different things, and sometimes pictures and words complement each other in describing the same thing. Regardless of the way, the role of words cannot be ignored.

So when telling a story to a child, one cannot only interpret the picture and ignore the text, nor can one directly read the text and ignore the content that is not described in the text displayed in the picture.

To help cultivate basic Chinese reading and writing strategies for Singaporean children, it is necessary to enable them to grasp the key information in picture books during reading.

This is the information that can best help children understand the entire story content. In terms of understanding the meaning of the story, words often play a spiritual role, containing more crucial information in picture books.

Therefore, when parent-child reading, parents should consciously guide children to pay attention to the connection between pictures and words.

Chinese reading ability for Singaporean children is not innate, but only by becoming independent readers can children truly possess basic reading abilities.

The formation of this ability largely depends on the degree to which parents attach importance to children’s reading and their ability to accompany and guide children in reading.

Brain development:

The development of all brain related functions, including visual, auditory, emotional control, language, social skills, numbers, and symbols, is maintained at its highest developmental speed before the age of 5.

The formation of habits (green line), emotional control (purple line), language (yellow line), hearing (dark blue), visual (white line), and related development of symbols (red line) are all fastest developed around the age of one year.

Numbers (black) and social skills (blue line) rapidly develop from one year old to around 3 years old, and thereafter maintain a high development rate even at the ages of 6 and 7.
It can also be seen that early education and positive interaction for babies are better!

Human reading ability is formed between the ages of 3 and 8. Before the age of 8, parent-child reading can help children accumulate reading experience, narrative experience, life experience, and acquire reading ability learning.

After children have acquired basic reading abilities, after the age of 8, they can further develop methods and skills for obtaining information through these basic reading abilities, that is, the ability to obtain information through reading. This ability is the foundation for people to learn various knowledge.

Therefore, parents need to grasp the critical period for children before the age of 8 to learn basic reading skills, and can guide the development of children’s reading and learning abilities from four aspects.

At the age of 3, people basically acquire their mother tongue, and at this time, their mother tongue is basically only spoken. They can communicate with adults in various aspects of daily life, but acquiring spoken language does not mean that children’s spoken language is rich enough.

Parents will find that in the same scene, different children have different descriptions and expression abilities towards things, and this difference in expression level can reflect the richness of children’s oral language.

The richness of spoken language determines whether children can match the spoken words they hear when they see written text, or whether they can express what is said in written language after hearing it. This is the basic ability for children to learn reading.

The Chinese reading ability for Singaporean children is established through interest and knowledge. In daily life, children can see various written and pictorial symbols, and naturally acquire a lot of knowledge about written language symbols. The most important way to obtain written language symbols is actually through early reading.

Picture books integrate pictures and text to describe a story, a life scene, and connect pictures and text. In early childhood reading, parents help children deepen their understanding of the written language meaning in picture books through interactive parent-child reading.

At the same time, they establish a love for reading, which is necessary preparation for becoming a good reader in the future.

When children begin to consciously pay attention to words, they will realize that symbols and words have unique characteristics in their writing forms. They know that Chinese characters are composed of components, that words have the function of recording and expressing, and that there is a certain relationship between pictures and words.

This awareness and cognition is a manifestation of children’s sensitivity to words, and is the foundation for children to distinguish and understand Chinese characters.

The cultivation and improvement of Chinese reading ability for Singaporean children can help them develop interest in learning reading and enter the stage of learning written language earlier.

Before paying attention to text, children find that pictures convey more information than words, and after entering written language reading, they will find that language and words can describe more content that the picture cannot reflect. This is a significant shift towards becoming an autonomous reader.

Pinyin is now the first hurdle that both children and adults must face in the learning of beginners of Chinese pinyin in Singapore. Here are some key points on how to get started with children learning Pinyin.

How long does it take for children to learn Pinyin?

There are currently several mainstream approaches to how long it takes children to get started: 1. One week; 2. One month; 3. One semester.

Firstly, a one week introduction is feasible, but it is also limited to basic introductions. According to the current mainstream teaching, children can learn up to six simple final and tones, plus some simple initials, within a week.

If it weren’t for hoping that children’s Chinese learning would only stay at the basic level, such an “entry-level” approach would obviously not be enough.

What about that month? If the rhythm is relatively fast, it should be able to complete most of the vowels, but children cannot fully grasp these pinyin in such a short period of time.

Moreover, Pinyin is not independent of other studies of Chinese. How do children get started learning Pinyin? How long will it take? There is only one answer, which is that it will take nearly a semester to truly get started with Pinyin.

In fact, it takes children in China so long to master Pinyin in primary school. However, this does not mean that learning Pinyin alone requires such a long time. We will analyze this in detail in the following text.

Can children only learn Pinyin? Some parents want to know if their children can only learn Pinyin. The answer is no.

Pinyin in Chinese is like phonetic symbols in English, playing a role in assisting pronunciation and correction. Meanwhile, Pinyin cannot replace the use of Chinese.
Some children studying Chinese in China may feel lazy after learning Pinyin. They will use pinyin to replace the writing of unfamiliar or cumbersome characters.

Needless to say, this naturally leads them to lag behind other children in learning Chinese characters. Moreover, when reading, one only looks at pinyin and becomes illiterate when receiving articles without pinyin.

For some adults, their demands are limited to typing. Just learning Pinyin may be enough, and you don’t even have to worry about tone. For children who hope to learn Chinese well, this is obviously not enough. How do children get started learning Pinyin? Obviously, we cannot just learn Pinyin.

Can children learn Chinese without learning Pinyin?

Is it necessary for beginners of Chinese pinyin in Singapore when learning pinyin? If there were teachers in previous private schools who taught reading and correcting pronunciation, even without the concept of pinyin, it would not affect children’s learning of Chinese pronunciation.

The mainstream teaching nowadays generally prioritizes pinyin teaching. Some schools have also improved their teaching processes by not teaching Pinyin in the first month, but allowing children to recognize and read some simple Chinese characters, and gradually using the pronunciation of these characters to bring out Pinyin.

Of course, with a large input of Chinese, one may still be able to learn Chinese well without learning Pinyin. The Cambodian boy who became popular online a few years ago is an example.

This popular boy on the internet has mastered multiple languages at a young age, but his job is only to sell souvenirs to foreign tourists. Under the immersion of multiple languages, he acquired nine languages, including Chinese.

Such examples have also appeared in other languages. Legend has it that Liang Qichao learned Japanese in just one night. Some people may think that Japanese and Chinese have much in common. This statement is true, but it also provides the feasibility of learning a language without studying phonetics.

How do children get started learning Pinyin? The order and method are important.
To learn Pinyin, first learn six simple final. Among them, in terms of pronunciation from a to o, just turn the lips from round to flat. You just need to retract your tongue a little bit from o to e. The other three simple final can also be read through one or two small changes.

Of course, imitating sounds from life or animal calls can help children learn the pronunciation of these vowels more intuitively. For example, when a child wants to eat, they usually open their mouth and say “ah (a)”.

Next is the grouping of initial consonants, which is also learned based on the principle of simplicity before complexity. During this process, review the overall recognition and four tones at any time.

The next step is the most crucial – combining simple Chinese characters and incorporating the specific use of Pinyin in reading. Usually, under the persuasion of a large number of continuous pinyin, children will start to actively or subconsciously memorize character shapes and corresponding pinyin to save effort.

After another period of time, you will find that children can gradually recognize the pronunciation at the sight of the font shape.

Has Pinyin achieved success and retired at this stage? Of course not. Next, we can teach children to use pinyin retrieval to search for unfamiliar characters and words in a dictionary.

With the help of Pinyin, children can significantly improve their reading and literacy abilities, while also gradually starting to combine their own sentences. On the basis of such attempts, children’s oral English will make significant progress in the future.

The above are some methods for beginners of Chinese pinyin in Singapore to learn how to get started during the learning process. I believe that through them, you will have a deeper understanding of children’s learning of Chinese Pinyin, and can flexibly apply some methods to their learning of Pinyin, taking their Chinese learning to the next level.

In modern society, reading is one of the essential skills for individuals. Reading is a key way for children to learn knowledge, as well as an important way for children to develop their thinking and cultivate their temperament.

In the framework map of 21st century student learning proposed by UNESCO, reading and communication occupy a central position in the seven major learning areas. Therefore, parents are looking forward to their children learning to read as soon as possible. It can be seen that learning Chinese for children with reading disabilities.

However, in reality, many children around the world are unable to read normally. Some parents feel that their children are unable to concentrate and feel that they are ‘ADHD’, without realizing that their learning disabilities may be another situation.

Under normal educational conditions, most children can learn to read normally. However, although reading is so important for children’s development, some children are unable to successfully acquire reading.

According to research data statistics, there are approximately 5-10% of children in English, Chinese, Japanese, and other writing systems who have normal intelligence and equal access to education. However, their reading performance still lags far behind that of their peers – this group of children is referred to as dyslexia.

Firstly, children with reading disabilities do not have intellectual problems, and some children with reading disabilities are even very intelligent.

If the problem of reading disabilities can be detected in a timely manner and receive special education, they may overcome reading and writing problems, fully tap their potential, and even become creative talents in various fields. Therefore, sometimes we refer to children with reading disabilities as “smart and stupid children”.

Secondly, dyslexia is a developmental disorder that afflicts individuals diagnosed with dyslexia throughout their lives. Throughout primary and secondary schools and into adulthood, they face difficulties in word recognition, understanding, and dictation. So don’t expect reading disorders to naturally heal. Early detection and intervention are crucial for overcoming reading disorders.

Once again, reading disorders and attention deficit hyperactivity disorder (ADHD) are two different problems, and these two abnormalities can exist separately or simultaneously. Although the prevalence of reading disorders caused by ADHD is as high as 20% -40%, reading disorders and reading difficulties caused by ADHD are two different abnormal phenomena. It is important to distinguish between these two issues because the intervention methods are also different.

Finally, dyslexia has familial inheritance. Research has shown that in identical twins, if one person suffers from dyslexia, the probability of the other person suffering from dyslexia is as high as 68%.

If one of the parents or direct siblings suffers from dyslexia, the probability of the individual suffering from dyslexia is about 50%. This can serve as one of the signals for early recognition of children with reading disabilities.

For children with a Chinese background learning to read, the first threshold is the decoding of Chinese characters, which is to establish the connection between the shape, pronunciation, and meaning of Chinese characters.

On the road to becoming a fluent reader, the first stumbling block that Chinese dyslexic children encounter is memorizing the shape of Chinese characters and writing them.

A large number of studies have consistently shown that children with Chinese reading disabilities have difficulties in processing Chinese characters. They often have slow and limited literacy, often make mistakes in writing, and have difficulty remembering Chinese character shapes.

Therefore, in order to firmly grasp the writing method of Chinese characters, Chinese children often spend a lot of time copying Chinese characters.

A stroke by stroke transcription can help children finely visually process the shape of each Chinese character, like building LEGO blocks, combining different strokes according to a certain spatial structure, and neatly and harmoniously “building” them in the meter character grid.

This is not an inefficient and clumsy method. On the contrary, copying is an effective means for both literacy and writing. It can not only help children establish a solid representation of character shapes in their brains, but also help them write Chinese characters more accurately.

The structure of Chinese characters is complex. According to spatial relationships, Chinese characters can be further divided into individual characters, upper and lower structures, left and right structures, and bounding structures.

Due to the visual complexity of Chinese character composition and the spatial diversity of Chinese character structure, mastering orthographic skills is relatively difficult for Chinese children. Research has also shown that orthographic defects are the core defects of Chinese reading disorders.

The study of reading disorders has a history of over a hundred years in the West, and has been relatively comprehensive in terms of assessment, intervention, and policy support for reading disorders.

Singapore, China, has also taken a step forward in this regard. Currently, it has developed a reading disability behavior scale and diagnostic tests, designed Chinese reading and writing courses for kindergartens and primary and secondary schools, and developed corresponding textbooks.

Relevant training has been provided to education administrators and Chinese teachers in primary and secondary schools throughout Hong Kong.

In addition, they also adopted a three-level response intervention model to replace traditional methods for intervention in children with reading disabilities, achieving good intervention results. The importance of learning Chinese for children with reading disabilities is gradually becoming more prominent.

Due to the late start of research on reading disorders in mainland China and the main focus being on basic research, the applied research on the diagnosis and intervention of reading disorders is still relatively weak. The public’s understanding of reading disabilities is even more limited.

In recent years, more and more scholars have begun to pay attention to the popularization of common knowledge about reading disorders, which has led to a more scientific understanding of reading disorders among the public. However, there is still a long way to go in the development of intervention and diagnostic tools for reading disorders.

As mentioned earlier, dyslexia is a special learning disorder originating from abnormal brain and neural development, and children with dyslexia are not necessarily not smart enough or do not study hard enough.

On the contrary, their intelligence is normal or even extraordinary, and they even have special talents in many aspects. In the absence of timely diagnosis and intervention, what they most need is understanding and support from teachers and parents.

The importance of learning Chinese for children with reading disabilities is reflected in various aspects. It is hoped that these “smart and foolish children” can also have a happy childhood and enjoy the pleasure of reading like other children.

In what learning environment will learning be more efficient? For me, it’s looking for Chinese learning partners. For those who have a personality that makes it difficult to maintain their concentration and motivation when learning, it is highly recommended to study with a learning partner.

Some people may think that studying together is even more impossible to concentrate on? It may be like this, but in fact, just grasping the tricks can have a very good effect.

If you are a social person, you can think back to your student days. Of course, there are also some learning partners or competitors around me, and the process of learning with them will also stimulate my enthusiasm for learning.

Nowadays, students are busy with their own studies (most of which are arranged by their parents to attend different training classes after school, or have parents waiting at the school gate early to take them home…), and there are almost no classmates or partners who can learn together, and there are also no people who can encourage each other.

That is to say, even if students nowadays want to learn with someone, the previously common “co learning” environment is rarely present, and now students have evolved to a height where they are not accustomed to “co learning” with others.

Because when learning alone, the guilt of not wanting to learn, the regret of losing to competitors, the joy of achieving goals, and so on, the opportunities to perceive these will sharply decrease.

As a result, it is easy to be lazy, tempted by games, social interactions, and other factors, making it increasingly difficult to maintain a desire for learning.

Partner effect refers to the effect of being in a group with high awareness and ability, and effectively enhancing possibilities while learning from each other.

When the effect of improving grades by studying alone is not significant, this multiplication effect can be utilized.

However, if the level of a partner is too high, it can actually cause a negative mentality of “inability to compete”, so the effectiveness of a partner can be influenced by the level of the learning partner or competitor.

That is to say, it is better to choose learning partners who have similar academic abilities to oneself. However, if it is purely for the purpose of “learning”, sometimes it doesn’t matter what level of academic ability the learning partner has.

In short, trying to learn with people who are focused and enthusiastic about learning will better stimulate their enthusiasm for learning.

If Chinese learning partners have the same goals as themselves and the learning content is also the same, then the effect of “competitive learning” will be evident. The learning content of memorization is much less fulfilling than solving problems, but blindly memorizing can also make people feel “painful”.

And the pressure before exams, the fear of forgetting, and so on. At this point, if there are partners who can “fight” together, it is easy to gain a sense of peace of mind. The most important thing that cannot be lacking in “competitive learning” is the sense of responsibility towards others.

That is to say, studying together and using this method together will not affect the other party’s grades, and this responsibility is shared by all partners.

Sometimes, for the sake of one’s own learning, it is easy to slack off without a strong willpower, but if it is for the sake of friends and others, one will unexpectedly work hard.

There are many benefits to competitive learning, such as the shared sense of achievement at the end of learning, the happiness and pride of being helpful to others, and so on.

It is said that 70% of students who can be admitted to first-class universities usually study either in the living room or in the restaurant (based on research), rather than in their own rooms.

Why study in these places? It’s very simple.

One is that there are not too many things around that can tempt oneself like in one’s own room, clean and refreshing, and one can focus solely on learning.

The second is that unlike in one’s own room where no one sees and does whatever one wants, it is easy to be distracted.

In the so-called “public places” of the living room and dining room, there is the “shadow” of family members, just like someone watching and supervising one’s learning at any time. Consciously, it will keep oneself in a more focused learning state at all times.

Find Chinese learning partners to learn together, and among the classmates and friends around you, find some who are willing to learn together. If you can’t find it, you can also use the network.

I know there is an online self-study room in Singapore, where everyone automatically joins an online class.

Another thing is “learning coffee”. Learning coffee is a special self-study space that can concentrate on learning, but it is also a relaxing learning space like Starbucks. You can have Dim sum, coffee and chat with others during the break.

Design that allows for a high degree of concentration during learning and also increases opportunities for communication and interaction with learning partners.

Chinese punctuation marks form a complete system that complements Chinese characters.

In 1918, Chen Wangdao proposed in his article “The Innovation of Punctuation” that “punctuation can be used as a divine tool for writing”, believing that the relationship between text reform and punctuation reform is external and internal, and that punctuation can add the finishing touch and make writing more vivid.

In 1919, the first session of the Preparatory Committee for the Unification of Mandarin passed the “Proposal for the Implementation of New Punctuation Symbols”, which was approved and promulgated by the Ministry of Education of the Beiyang Government in 1920.
In the subsequent use process, new punctuation symbols were constantly modified and supplemented, and have been widely used in Chinese for over 100 years.

Classical Chinese does not have strict punctuation marks, but its ability to read lies in the brevity of sentences, the symmetry of sentence structure, and the extensive use of pronouns and modal particles.

From the late Qing Dynasty to the early Republic of China to the May Fourth period, people gradually realized that the separation between classical Chinese and real spoken language had seriously hindered social development, while vernacular Chinese could hardly meet the needs of expression solely relying on language and written symbols themselves, resulting in the emergence of punctuation marks.

The promotion of new punctuation marks was part of the New Culture Movement, and Chen Wangdao was one of the pioneers who advocated the use of new punctuation marks.

He used at least 12 punctuation marks in the Chinese first translation of the Communist Manifesto. New Youth magazine was one of the first publications to use modern punctuation.

The articles published by literary revolution pioneers such as Hu Shi, Lu Xun, Qian Xuantong, and Liu Bannong in “New Youth” extensively imitated Western punctuation.

In 1918, Lu Xun published a series of works such as “The Diary of a Madman” in “New Youth”. While excelling in mastering vernacular Chinese, he successfully used a set of punctuation marks.

Internationality is a common feature of punctuation in modern languages of various countries, and Chinese punctuation is the result of the fusion of traditional sentence reading symbols in China and Western punctuation symbols.

In addition to punctuation, Western languages also consider spacing between words, changing fonts, capitalizing letters, and segmenting as punctuation functions. For example, in English, there is a gap between words, book and newspaper names are indicated in italics, and proper names are capitalized.

While China adopts punctuation, it also introduces the method of line segmentation. Chinese uses block characters and generally does not use spaces to segment words, but in some situations, such as newspaper headlines, spaces can be used to indicate pauses.

Chinese punctuation marks serve people’s facial expressions. With the richness and delicacy of people’s expressions, existing punctuation marks will have new uses and meanings, and new punctuation marks will continue to emerge.

Regardless of the changes, the use of punctuation should respect rules and achieve consistent processing to meet the needs of language expression.

The learning and application of punctuation marks is a long-term process and cannot be achieved overnight.

Firstly, teachers should pay more attention to punctuation teaching in their thinking and implement it in the daily explanation of each text, in the correction of each homework, as well as in each blackboard writing, PPT production, and lesson plan writing.

Strictly require oneself to use punctuation symbols correctly, and set an example for students to use language symbols in a standardized manner, so that they can gradually master more punctuation knowledge.

Secondly, organize campus cultural activities related to language and writing work, such as punctuation correction competitions, various essay competitions, and punctuation culture construction.

Only by having a “national standard awareness” from a young age and developing the habit of using language and written symbols in a standardized manner, can we avoid making jokes or causing significant losses due to the incorrect use of punctuation marks.

Improving the awareness of national standards among citizens is also a key and difficult aspect of national language and writing work.

The necessity and importance of correctly using Chinese punctuation marks can be seen from this.

In summary, teaching strategies for primary school Chinese punctuation can be explored from three aspects: stimulating students’ interest in learning punctuation, guiding students to master the correct use of punctuation, and enhancing students’ awareness of correct use of punctuation.

The small punctuation marks contain university knowledge, guiding students to use language and writing symbols in a standardized manner, not only serving exams but also supporting national language and writing work, which is conducive to improving the overall quality of national language and writing, and creating a good learning atmosphere and cultural environment.