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<p>This article examines how Taiwan’s educational system supports struggling readers through a comprehensive, three-tiered literacy support model that bridges policy and classroom practice. Over three decades, Taiwan’s Ministry of Education has introduced a series of policy-driven initiatives to ensure all students achieve basic literacy competencies. Driven by a strong commitment to educational equity, these efforts have established a national policy framework and a multi-tiered support infrastructure spanning primary and lower secondary education (Grades 1–9). The national curriculum now integrates traditional literacy instruction with research-based reading strategies tailored to the unique challenges of Chinese orthography. A proactive emphasis on early identification and intervention within the three-tier support system provides an alternative to “wait-to-fail” remedial models. However, implementation challenges persist, including teacher shortages, excessive teacher workload, and limited literacy instruction training in teacher preparation, with the issue especially acute in remote regions, thereby potentially leading to a “the poor get poorer” patter, exacerbating disparities in reading outcomes. In response, educators and researchers have developed scalable solutions to strengthen service delivery—most notably through a research-informed remedial curriculum packaged with detailed lesson materials and teacher training. Quasi-experimental studies of this program, have demonstrated significant improvements in struggling students’ reading skills. By reducing teacher workload and providing ready-to-use resources, such supports enable evidence-based practices to be more easily adopted in classrooms. In sum, Taiwan’s experience provides insights into how policy, curriculum, and research can converge to address literacy challenges in complex sociocultural contexts.</p>

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Bridging policy and practice to support struggling readers: Taiwan’s three-tiered model and scalable solutions

  • 期刊论文

  • 发表日期：

    2026年3月3日

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  • Shu-Li Chen,
  • Shih-Jay Tzeng

摘要

This article examines how Taiwan’s educational system supports struggling readers through a comprehensive, three-tiered literacy support model that bridges policy and classroom practice. Over three decades, Taiwan’s Ministry of Education has introduced a series of policy-driven initiatives to ensure all students achieve basic literacy competencies. Driven by a strong commitment to educational equity, these efforts have established a national policy framework and a multi-tiered support infrastructure spanning primary and lower secondary education (Grades 1–9). The national curriculum now integrates traditional literacy instruction with research-based reading strategies tailored to the unique challenges of Chinese orthography. A proactive emphasis on early identification and intervention within the three-tier support system provides an alternative to “wait-to-fail” remedial models. However, implementation challenges persist, including teacher shortages, excessive teacher workload, and limited literacy instruction training in teacher preparation, with the issue especially acute in remote regions, thereby potentially leading to a “the poor get poorer” patter, exacerbating disparities in reading outcomes. In response, educators and researchers have developed scalable solutions to strengthen service delivery—most notably through a research-informed remedial curriculum packaged with detailed lesson materials and teacher training. Quasi-experimental studies of this program, have demonstrated significant improvements in struggling students’ reading skills. By reducing teacher workload and providing ready-to-use resources, such supports enable evidence-based practices to be more easily adopted in classrooms. In sum, Taiwan’s experience provides insights into how policy, curriculum, and research can converge to address literacy challenges in complex sociocultural contexts.