3. Assessment of the Effectiveness of a Chinese Literacy Assessment tool for School Learners in Singapore

Tan Ah Hong1 , Priscillia Shen Peixin2 , Kong Yun Rui3*, See Lay Yen3 , Sha Lan3

1 Nanyang Technological University, National Institute of Education, Asian Languages and Culture Academic Group

2 DAS Academy

3 Dyslexia Association of Singapore

Abstract

As more school learners face difficulties in learning Chinese and requests for exemption in school, there is no standardised Chinese literacy assessment tool in Singapore that can enable educators to assess and ascertain the learning needs of these learners. Consequently, educators are unable to provide the most appropriate learning support for these learners. Hence, the purpose of this study is to assess the reliability and validity of a Chinese Literacy Assessment tool which could be standardised in future to ascertain a learner’s language ability and learning difficulties. The Chinese Literacy Assessment tool (CLA) consists of five components: visuo-orthographic awareness, word recognition and morphological awareness, spelling, reading comprehension and copying. A total of 149 learners between the ages of nine to eleven years old participated in this study and underwent the CLA testing. Test of Cronbach Alpha shows that the orthographic awareness, morphological awareness, word recognition, spelling and copying tasks are reliable test items. Using one-way ANOVA, the CLA is valid in differentiating students with learning difficulties and of different ages and abilities. The results of this study suggest for revisions to be made prior to standardisation with a larger sample of students and potentially be used to inform instruction.

Keywords: Chinese Learning Difficulties, Chinese Literacy, Assessment, Singapore Mandarin, Second Language

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3. Assessment of the Effectiveness of a Chinese Literacy Assessment tool for School Learners in Singapore
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