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Personalised & Differentiated Instruction

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Personalised & Differentiated Instruction

CommonTown has undertaken extensive research in this area to develop meaningful achievement measures to link students’ abilities with targeted reading.         

The Dudu framework classifies text complexity, and  assesses the true reading abilities of each child  , rather than generalizing them by grade or age levels. It measures both text complexity and reading ability on the same scale, which enables an  accurate match between text complexity and reading ability.      

Dudu delivers  on-level reading materials  with an underlying assessment engine that dynamically assesses reading abilities. It then analyzes assessment results and delivers increasingly more difficult materials to students as their reading skills improve. This research-based, high quality reading activity engages students and accelerates language performance.  

Dudu creates an  engaging environment  with games, audio narration, pinyin and dictionary for students to thrive in, anytime, anywhere. Insightful  student achievement reports  are generated based on research-based elements of engagement and interaction. These reports help students manage their learning activities and monitor their progress towards their reading goals. 

Selected Publications

Chung , T., Zali, M., Yan, R. J. J., Loo, J. P. L. (2017, August). Preliminary report on the Development and Calibration of a Rasch Scale to Measure Chinese Reading Comprehension Ability in Singaporean 2nd Language Primary School Students, Part II. Paper presented at the Pacific Rim Objective Measurement Symposium (PROMS) Conference, Sabah, Malaysia.

Chung , T., Zali, M., Yan, R. J. J., Loo, J. P. L. (in press). Preliminary Report on the Development and Calibration of a Rasch Scale to Measure Chinese Reading Comprehension Ability in Singaporean 2nd Language Primary School Students. Proceedings of the Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference.

Chung, T., Leong, M. K., Fun, S. C. C., Loo, J., Yan, R. (2015). A case study to explore creativity in preschoolers through Chinese reading comprehension ebooks. In A. G. Tan & C. Perleth (Eds.), Creativity in the Twenty First Century: Creativity, culture, and development. Singapore: Springer.

Chung, T., Tan, C. L., Leong, M. K., Loo, J., Yan, R. (2015, September). A case study of fostering creativity and reading comprehension skills in L2 preschoolers via Chinese ebooks. Paper to be presented at the 4th International Conference on the Teaching and Learning of Chinese as a Second Language, Singapore.

Chung, T., Anderson, N., Leong, M., and Choy, W. (2014). Scaffolding Singaporean students to write vividly in the Chinese ‘mother tongue’, Mandarin. Advances in Language and Literary Studies, 5(1). 40-52.

Chung, T., Leong, M., Loo, P., Zhang, J. F., Si, Q., & Yan, R. (2013, November 12). Analyzer for assessing text readability levels in Chinese. Paper presented at the Fifth International Language Learning Conference, Penang, Malaysia.
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