Reading Well in Chinese but Struggling in English? A Parent’s Guide

1 day ago

4 min read

By Miles of Smiles Education Teaching Team

Chinese and English reading share foundations, but they should not be taught in exactly the same way. Both involve connecting print, sound and meaning. English beginners need to learn how letters and letter combinations represent speech sounds; Chinese beginners also need to build knowledge of character structure and word meanings. If progress differs across languages, start by looking at exposure and instruction rather than assuming a lack of ability.

A parent and child share picture books showing a cat and trees, with blank cards and learning counters on the table; a conceptual reading illustration.

Shared brain networks do not mean identical teaching steps

Cross-language brain-imaging research finds both similarities and differences in reading networks. One study comparing Chinese- and French-reading children found broadly similar networks, with some responses influenced by language. It did not directly test Chinese–English teaching methods, nor does it show that one course suits every child.

A study of Chinese–English bilingual children also found that sound awareness, awareness of meaningful word parts, and language experience influenced reading-related brain activity. However, the bilingual children in that study were generally stronger in English, so the findings cannot simply be applied to every Hong Kong learner. The more useful question at home is: “Is my child finding word recognition, pronunciation or understanding difficult?”

English needs print–sound connections; Chinese is not just picture memorisation

An English beginner needs to learn letter–sound correspondences. If a child has already learnt the relevant sounds, they can blend /k/, /æ/ and /t/ to read cat, then connect it with its meaning. Reciting letter names is not the same as blending sounds. Reading a word aloud is not the same as understanding a sentence. The US Institute of Education Sciences recommends developing sound–letter connections and decoding alongside vocabulary and connected-text reading.

Chinese learning is not simply memorising each character as a picture, either. Parents can draw attention to components, pronunciation, meaning and relationships between words: for example, exploring 木 within 木頭 and 樹木. Both languages involve sound and meaning, but print maps onto speech at different levels. English letter-blending rules cannot simply be transferred to Chinese characters.

At home: share a topic, but handle the print differently

The following is an adaptable home activity, not a tested programme or a promise of results. Choose an interest, such as animals, and start with a small amount of material.

Talk about meaning first. Use your family’s most comfortable language to discuss what a cat does, then introduce the English word cat. There is no need to translate every sentence. The aim is to give your child something to say, not to test translation speed. The American Speech-Language-Hearing Association recommends using the languages parents are comfortable with and supporting multilingual development through books and conversation.
Look at the print next. In English, choose a short word using letter–sound correspondences your child has learnt. Ask them to point, say the sounds and blend. In Chinese, choose familiar words, notice components and discuss meaning. There is no need to introduce the same number of new written words in both languages on the same day.
Return to the story. Let an adult read harder sentences while the child reads manageable parts. Ask, “How do you know the cat is looking for food?” Accept an answer in a familiar language before modelling a simple English sentence. Pictures can support understanding of the story, but should not replace identifying printed English words.

Keep a short note, such as: “Blended cat today, but did not understand hungry in the sentence.” Next time, work on that meaning rather than repeating an entire stack of word cards. If your child is tired or resistant, reduce the amount and keep one manageable attempt.

Should we pause Chinese to catch up in English?

Slower English progress alone is not a reason to stop using Chinese. First consider exposure, practice opportunities and what has actually been taught. Multilingual learning itself does not confuse children or cause speech or language delays. This does not mean progress will be identical in both languages.

If difficulties remain substantial despite suitable teaching and practice, discuss specific examples from both languages with the teacher. Seek assessment from an appropriately qualified professional if you have language or developmental concerns. A weaker language, or performance in a single home activity, cannot diagnose dyslexia.

When speaking with the teacher, bring the letter–sound correspondences already taught, examples of sentences your child has read, and information about the languages used at home. This is more useful for planning the next step than simply saying that your child is “weak in English”.

The MOS Phonics course focuses on English reading and spelling; it is not a Chinese literacy course or a diagnostic service. To discuss your child’s current English learning needs, you can submit an enquiry through Assessment & Consultation.

How this content was made: AI assisted with source organisation, drafting and translation. The draft is prepared for confirmation by the named teaching team; no completed team or professional review is claimed. The accompanying AI-generated illustration is conceptual, not a photograph of real pupils or a MOS classroom. The home activity is an example, not a student case study.

Sources and their limits:

eLife (2020), A universal reading network and its modulation by writing system and reading ability in French and Chinese children: compares Chinese and French reading networks; it is not a trial of Chinese–English teaching methods.
Zhang et al. (2023), Phonological and morphological literacy skills in English and Chinese: research involving Chinese–English bilingual and English monolingual children; the sample’s language-background limitation is noted above.
IES / What Works Clearinghouse, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade: recommendations for early English reading instruction, not evidence of MOS course outcomes.
ASHA, Learning More Than One Language: family guidance on multilingual communication and learning, not a basis for diagnosing dyslexia.
MOS official Phonics and Assessment & Consultation pages: used only to confirm course focus and the enquiry route, not percentages or progress guarantees.