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Welcome to iCTLT 2016!
Thursday, March 31 • 10:00am - 10:30am
e-Poster Exhibition: 309 Promoting Reading of Chinese Books Through Teachers' Modelling and Students' Participation in Online Community for Reading

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Reading is a source of comprehensible input which may contribute significantly to a general language competence that underlies both spoken and written performance (Krashen, 1989). Reading helps learners to acquire language naturally. If students read more and enjoy it, they will become better readers (Gardiner, 2005).

However, it is challenging to promote reading of Chinese language (CL) books among students in Singapore. A recent survey affirmed that students would not read CL books if given a choice.

To alleviate this issue, an approach known as “Sustained Silent Reading through Modeling and Structure (MSSR) with ICT” by Chien, Chen, Ko and Chen (2011) was piloted in four primary schools since 2014, and has since scaled to nine other primary schools in 2015. The key principles of this approach are: 1) reading is fun; 2) reading is done in a conducive, joyful and stress-free environment, with teachers modeling sustained silent reading alongside students in class; 3) ownership of reading and choice of books are upon the students, not on the teachers; 4) after-reading activities, like face-to-face discussions and multimodal book recommendations in the online portal, are voluntary.

To further encourage ownership and sustainability of reading, each student is assigned a virtual bookshop to manage in the “Read & Share@MyBookShop” online portal. This portal comes with a point system to reward “high-performing bookshop managers”, who have read and recommended books in their respective bookshops to “sell” to their peers, via different modes of presentation, for example, using texts, drawing, and/ or audio/ video recording. Every time a peer adds a recommended book to his to-read list, this manager has “sold” a book and earns points as rewards. Points awarded can be used to exchange for items to decorate the virtual bookshop to attract more peers to come by and “purchase” recommended books.

Such activities are more motivating and engaging than submission of pen-and-paper book records. Moreover, teachers and students have become members of an online community of reading. The social interactions within the community enable members to sustain their interest in reading and sometimes even widen the genres of book students are usually accustomed to.

Preliminary findings show that MSSR can motivate students in reading more CL books as they learn by imitation. However, more data is required to conclude whether the online portal and community for reading can foster and sustain the interest and habit in CL reading for primary school children.



Ministry of Education




Ministry of Education


Ministry of Education

Thursday March 31, 2016 10:00am - 10:30am GMT+08
FutureSpace Suntec City Convention Hall