Whole-School Reading Program (2025) 全校阅读计划 (2025)

Department: Chinese Department/Reading Committee

Leaders: Tay Soo Eng

Members: Qi Yan Ping, Tye Seck Moy, Zhou Jingwen, Juliet Tang Yang Jing and other co-opted members

1.  What was the current need/gap that you were addressing?

The current need/gap we were addressing was the general lack of interest and habit in reading Chinese books among students. Many students are not intrinsically motivated to read Chinese texts, resulting in limited exposure to the language outside the classroom. This gap affects both their language proficiency and their long-term appreciation for Chinese culture and literature.

2.  How had it been experimented and enacted?

These new initiatives were experimented and enacted through three key approaches: Whole-school morning reading during assembly 南中好读音: We introduced a structured routine where the entire school reads a selected Chinese text together during morning assembly. Texts were chosen to align with current themes such as Total Defence, female contributions, and sportsmanship. Student emcees led the reading, with the passage projected on screen for everyone to follow. After each session, the emcees emailed the text to all students. Chinese teachers then followed up in class to reinforce reading-aloud skills and cultivate consistent reading habits. Sec 1 Escape Room activity based on the reading text 《佐贺的超级阿嫲》密室逃脱: To make Chinese reading more engaging, the DSA Innovative students designed an Escape Room game themed around the assigned text. Sec 1 students first read the book, then completed the interactive, puzzle-based game set in the school library. All Sec 1 classes took part during one of their Chinese lessons, and feedback showed that students enjoyed the immersive experience and were more motivated to engage with the reading material. “Text in the Corners” school-wide reading exposure 转角见字: Short, interesting Chinese texts—paired with thought-provoking and interesting questions—were placed at various spots around the school, such as canteen tables and corridor benches. This created natural opportunities for students to read during pockets of free time. The aim was to normalise casual reading and make Chinese texts more visible and accessible throughout the school day. CLEP students were empowered to curate and design of the text selected.

3.  Which group(s) had benefited?

Students (Selected Groups), Students (Entire Cohort), Teaching Staff (Selected Groups)

4.  What was the positive impact?

The positive impact of these initiatives was seen in students’ increased engagement, motivation, and exposure to Chinese reading. Morning assembly reading helped normalise Chinese reading as a shared school experience. Students became more familiar with reading aloud, and teachers observed greater confidence and willingness to participate during follow-up lessons. The Sec 1 Escape Room activity made reading enjoyable and purpose-driven. Students were actively involved in understanding the text in order to solve puzzles, and feedback showed high levels of enjoyment and interest, which contributed to stronger motivation to read. “Text in the Corners” successfully created more natural touchpoints for casual reading. Students were more likely to pick up short texts during break times, making reading a more habitual and accessible part of their day. Together, these three initiatives were intentionally designed to address the gap in students’ interest and habits in reading Chinese. By integrating reading into daily routines, creating engaging and interactive experiences, and increasing the visibility of Chinese texts around the school, we provided multiple entry points for students to reconnect with the language. These efforts collectively helped to make Chinese reading more accessible, meaningful, and enjoyable, thereby strengthening students’ reading habits and closing the previously identified gaps. Overall, these efforts helped students become more open, confident, and engaged readers, directly contributing to the improvement of their Chinese reading habits and positively addressing the gap identified earlier.

5.  What is a future need that this IdEas@work could meet?

A future need that this IdEas@Work initiative could meet is the continued development of strong reading skills in an era where students are increasingly digital natives. As students’ attention spans and reading habits shift toward quick, screen-based content, there is a growing need to help them sustain deeper reading, improve comprehension, and engage meaningfully with longer Chinese texts. This initiative can evolve to incorporate digital platforms, interactive media, and blended-learning approaches to support reading in formats that resonate with today’s learners, ensuring that reading remains relevant, accessible, and appealing in a digital-first environment.