The Tiered Intervention Model for Chinese Language Learning of Hong Kong Primary School Students – Read and Write Programme (hereinafter, the “Read and Write Programme”) is a Chinese reading and writing intervention programme tailor-made for junior primary school students. It aims at providing a structured set of language learning strategies to help students learning language systematically. The programme was not designed to replace the current school curriculum of Chinese Language. Teachers are strongly advised to adapt the Read and Write Programme as a framework, and consolidate the school curriculum to meet with students’ Chinese language proficiency. It is believed that it helps teachers enhance teaching effectiveness, and provide a more appropriate learning environment and content for the students.
The Read and Write Programme comprises of five courses:
| Tier | Primary One | Primary Two | Primary Three |
| Tier 1:Teaching for whole-class optimization | 1T1 | 2T1 | |
| Tier 2:Teaching for small groups support | 2T2 | 3T2 | |
| Tier 3:Teaching for individualised intervention |
3T3
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Tier 1, Teaching for whole-class optimization. It covers all students in primary one and primary two. It aims at providing the basic strategies and skills in learning Chinese, which helps students lay the foundation for language acquisition. Schools will consolidate the Read and Write Programme with the school-based curriculum to enhance their own Chinese programmes.
Tier 2, Teaching for small groups support. After implementing Tier 1 intervention, schools will provide extra support to those low-performing students. Based on the Tier 1 learning content, schools will supplement these students with learning tips and more concrete learning materials. Compared with the supportive learning of Tier 1, Tier 2 teaching is relatively focused and intensive, and utilize more games and learning activities to help students master important language learning strategies which may help them narrow the achievement gap with their peers.
Tier 3, Teaching for individualised intervention.Tier 3 targets at students who still fall behind after Tiers 1 and 2 learning, and are diagnosed as dyslexic by educational psychologists or clinical psychologists. In Tier 3, students will be provided with a more individualized, concrete and systematic support in Chinese language learning. Tier 3 focuses on ‘individualization’, with learning activities based on the Individualized Education Plan (IEP). The purpose is to enhance and internalize their learning in Tiers 1 and 2, and apply to their reading and writing. Compared to Tiers 1 and 2, the individualized intervention of Tier 3 is more individualized and on a packed schedule. It also focuses on the application of language strategies, mainly sensory learning and activity-based.
Here are the suggested teaching hours and teacher-student ratio for each tier:
| Tier | Teaching Hours per Week | Teacher-student Ratio |
| Tier 1(Teaching for whole-class optimization) | 240 – 300mins | 1：whole class |
| Tier 2(Extra support – small-group tutorials) | 100 – 150mins | 1：10-12 |
| Tier 3(Extra support – individualized intervention) | 140 – 175mins | 1：1-5 |