Investment: $299

How does the Science of Reading apply to Chinese — a language built on characters, meaning, and deep cultural context?

This course invites educators to explore what brain research, literacy science, and classroom experience reveal about how students learn to read Chinese. It examines how the Science of Reading intersects with Chinese—a logographic writing system that presents both unique challenges and rich opportunities. Through a blend of theoretical insights, empirical research, and practical classroom examples, participants will develop a deep understanding of how evidence-based principles can inform effective Chinese reading instruction.

Participants will discover practical ways to:

  • Apply evidence-based strategies to help learners recognize and decode Chinese characters through visual, orthographic, and morphological awareness;

  • Strengthen students’ language comprehension through research-informed instructional shifts;

  • Design assessments and use data to guide reading instruction for every learner;

  • Integrate character, vocabulary, and comprehension strategies to build balanced literacy skills;

  • Plan responsive instruction that supports students in becoming confident, independent readers.

Join us in this thought-provoking course to bridge cutting-edge research and classroom practice. Whether you are an experienced Chinese language educator or new to the field, you’ll leave equipped with the tools, strategies, and pedagogical approaches needed to empower your students on their journey to becoming skilled readers of Chinese.

Course curriculum

    1. Course Information

    1. Padlet

    1. Introduction

    2. Chapter 1: How Does the Science of Reading Work Across Languages?

    3. Chapter 2: What Can Brain Research Tell Us About Reading and Writing Chinese?

    4. Chapter 3: What are the subskills of word recognition?

    5. Chapter 4: How Might We Assess Our Students’ Literacy Needs?

    6. Chapter 5: How Might Instructional Shifts Improve Word Recognition in Chinese?

    7. Chapter 6: What Is Comprehension?

    8. Chapter 7: How Might We Teach Language Comprehension in Chinese?

    9. Chapter 8: What Instructional Shifts Can Strengthen Reading Comprehension in Chinese?

    10. Chapter 9: How Might We Sequence Learning for Language Comprehension Through a Shared Text?

    11. Chapter 10: How Might We Use Data to Differentiate Instruction and Meet Students’ Literacy Needs?

    12. Closing

    1. Complete this short survey and get your course completion certificate!

About this course

  • $299.00
  • 15 lessons
  • 4.5 hours of video content

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Facilitator

Dr. Yuri Liu

Yuri Liu has worked in the USA, China, and Singapore as a researcher, teacher, instructional coach, and program director in PreK - G16 since 2006. Before she moved to Singapore in 2018, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon, where she created the K-8 Chinese language immersion curriculum as well as other cultural practice and oversea exchange programs for G1-G8 students. For many years, she directed the STARTALK language programs funded by US Federal grants and developed teacher training programs for PreK-G12 Chinese teachers in the USA. She also speaks at international conferences and consults with schools around Asia and the U.S. on implementing engaging, responsive reading and writing instruction. Yuri holds a Bachelor of Arts in Teaching Chinese as a Foreign Language from East China Normal University, and two Masters from the University of Oregon - a master of Science in Educational Methodology, Policy, and Leadership and a Master of Arts in Applied Linguistics. Yuri Liu received her Doctor of Education in Educational Leadership from the University of Southern California, with an explicit research concentration in culturally relevant pedagogy in Chinese immersion education. She is a Shanghai native and calls both Shanghai and Portland home indefinitely.