目前臺灣發行的兒童華語教材中仍尚未針對寫作教學而準備。如果能適當的透過文本，引導兒童的觀察力與感受力，相信能為未來的寫作奠定基礎。本文以「閱讀促進寫作」教學法為研究設計並導入鷹架的教與學，透過兒童華語教材，以文本的閱讀引導兒童寫作的實踐，形成從閱讀到寫作的教學設計。針對第二外語寫作能力，美國外語教學委員會寫作能力指標的初級，檢視兒童華語教材中的文本有關寫作的能力。詞彙和語法是寫作的基礎，主要以國家教育研究院臺灣華語文能力基準的詞彙與語法點分級標準系統作為分析、歸納文本之科學依據並建構教案，為初級兒童華語教學建構閱讀促進寫作教學模式，期盼能為兒童華語之寫作課程提出教學與教材編輯之建議。

Currently there are no Chinese as a Foreign Language (CFL) textbooks published in Taiwan that specifically address the development of children’s writing skills. Although a neglected area, this paper argues that the foundation of children’s second language acquisition can be enhanced by learning to write in a second language. Using the “reading to learn, learning to write” (RLLW) pedagogical framework as the basis of a “reading to write” design, the paper introduces the teaching and learning through scaffolding of children’s CFL textbooks, and the reading of texts to guide the practice of children’s writing. The American Council on the Teaching of Foreign Languages Proficiency Guidelines and the National Academy for Education Research Taiwan Benchmarks for the Chinese Language are used for analyzing and summarizing children’s CFL textbooks. In addition, the paper presents an example lesson plan to illustrate how a “reading to write” design can be implemented in the classroom. Finally, advice is given on teaching and editing for children’s CFL writing courses.