Theory-based assessment of reading and its difficulties in the Chinese language system

This paper has three aims. First, we discuss the critical role of segmental phoneme manipulation and suprasegmental tone perception in predicting early reading of Chinese characters and words. Second, we offer a tentative framework for assessing reading and its difficulties in Chinese primary school children. Third, we propose a theory-based adaptation of Perfetti's Blueprint of the Reader as a viable basis for the Chinese Language Abilities Assessment for Secondary School Students, an instrument specially designed and recently standardised on 1, 164 students for the assessment of reading and its difficulties in Chinese in Hong Kong secondary students. Based on our cumulative research findings we emphasize the importance of lexical knowledge and also the broader aspects of text comprehension and essay writing as important in remediation and instruction.