Supporting and Intervention Resources

(Published in 2016; distributed to all primary schools in 2017)

The compiled version consists of the following parts：

1. 《香港初小中文分層支援教學模式：學校運作指南》C-TIM (G)
   Previously known as《小學中文分支援教學模式：運作指南》which was published in 2011 and distributed to professional support staff in schools.

2. 《香港初小中文分層支援教學模式：讀寫能力評估》C-TIM(A)

3. 《香港初小中文分層支援教學模式：讀寫課程》C-TIM(C)

Designed for schools which implement the Tiered Intervention Model, so that they can integrate the reading and writing intervention materials into the school curriculum. The programme covers the Chinese reading and writing curriculum from primary one to primary three (1T1, 2T1 and 2T2, 3T2 and 3T3), which consists of 9 learning areas: speaking, morpheme awareness, Chinese orthography, handwriting, character recognition, reading comprehension skills, reading fluency, basic grammar, and simple writing.

This programme is previously known as【悅讀·悅寫意】初小中文讀寫課程, with editions one to three published in 2007, 2009 and 2010 respectively. This latest edition is an enhanced version based on the schools’ experience.

香港初小中文分層支援教學模式：資源綜合版

Please be reminded that the following versions are not in use anymore:

（Published in 2011; all copies had been distributed)

This CD is a set of preschool language teaching materials which is developed for research purposes. It is applicable to K3 children (aged 5 to 6) who have potential dyslexia, and should be used in group teaching. It is hope that the materials can help brush up the language learning capacity of preschool children, and increase their confidence in learning Chinese. The learning activities are designed to address the morpheme awareness and Chinese orthography, with 26 sessions for each part covering:

• Morpheme awareness: introduction to morphemes studies, collocation, and prediction of words meaning through morphemes.

• Chinese orthography: introduction to the structure of Chinese characters, strokes and stroke orders, and the relationship between radicals and meanings of Chinese characters.

(Published in 2009; all copies had been distributed)

This is a set of language learning materials especially designed for preschool children at risk for specific learning difficulties, in an endeavour to the risk effectively. There are a total of 15 sessions of language training materials which are based on multisensory learning and multiple intelligence. The training focuses on speaking, character structure, morpheme awareness, and word recognition. Through these activities, children’s capacity on oral speaking, application of general vocabularies and recognition of common Chinese characters could be enhanced. Also, children will acquire a basic understanding of Chinese radicals and character decomposition, which may enhance their interests in learning Chinese.

(Published in 2008; all copied had been distributed; available in the Download page of this website.)

This is a set of educational software for primary school students to learn Chinese characters and words. It aims at providing an interesting and systematic training of Chinese words recognition to primary school students with dyslexia by means of multimedia technology. The software is a complementary product of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing. It includes training that addresses students’ cognitive ability, including orthographical awareness, phonological awareness, phonological memory training, and word recognition speed. 

This is the updated software of 《中文字詞認讀訓練光碟》, with different versions for schools and parents and schools.

中文字詞認讀訓練（第二版） – 字得其樂

Please be reminded that the following resources is not in use anymore: