ABSTRACT
Due to the complicated nature and structure of Chinese characters, most students are asked to practice them repeatedly even at the stage of reading to learn. Comparatively, reading strategy and comprehension instruction occurs less in most Chinese language arts classes. To help teachers familiarize themselves with reading strategies and the psycholinguistic nature of Chinese, the Textbook-based Approach to Reading Instruction (TARI) program has been implemented. A framework and guidelines developed for teaching reading comprehension, exemplar lesson plans, and teacher in-service training programs were provided. Yet, changes in teaching behavior come slowly. Moreover, apart from teaching, family SES serves as the best predictor of reading attainment. In this chapter, the historical practice for literacy in Taiwan is presented along with discussion of the implication for future research and practice.
