Buch, Englisch, Band 8, 252 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 4161 g
Reihe: Literacy Studies
Buch, Englisch, Band 8, 252 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 4161 g
Reihe: Literacy Studies
ISBN: 978-94-024-0752-5
Verlag: Springer Netherlands
This volume explores Chinese reading development, focusing on children in Chinese societies and bilingual Chinese-speaking children in Western societies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children’s literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, and socio-cultural factors that underlie language and literacy development. In addition, the book identifies instructional practices that can enhance literacy development and academic achievement.
This volume offers an integrative framework of Chinese reading, and deepens our understanding of the intricate processes that underlie Chinese children’s literacy development. It promotes research in reading Chinese and celebrates the distinguished and longstanding career of Richard C. Anderson.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Foreword.- Preface.- Psycholinguistic Study of Reading Chinese. Morphological Awareness and Learning to Read Chinese and English by Jie Zhang, Tzu-Jung Lin, Junli Wei, and Richard C. Anderson.- Visual, Phonological and Orthographic Strategies in Learning to Read Chinese by Xi Chen, Richard C. Anderson, Hong Li, and Hua Shu.- How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development by Tong Li and Catherine McBride-Chang.- Fostering Reading Comprehension and Writing Composition in Chinese Children by Che Kan Leong, Shek Kam Tse, Ka Yee Loh, and Man Koon Ho.- Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders by Qiuying Wang and Cassandra Coddington.- Reading Disability in Chinese Children. Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum by Connie Suk-Han Ho, Yau-Kai Wong, Chor-Ming Lo,David W. Chan, Kevin Kien-hoa Chung, and Sau-Ching Lo.- Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia by Jinger Pan and Hua Shu.- Bilingual and Biliteracy Development in Chinese and English. L1-Induced Facilitation in Biliteracy Development in Chinese and English by Keiko Koda, Chan Lü, and Dongbo Zhang.- Effect of Early Bilingualism on Metalinguistic Development and Language Processing: Evidence from Chinese-speaking Bilingual Children by Li-Jen Kuo and Tae-Jin Kim.- Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-year Longitudinal Study by Min Wang, Candise Y. Lin, Chen Yang.- Children’s literature in Chinese. Chinese Children’s Literature in North America by Belinda Yun-Ying Louie.- China and Chinese as Mirrored in Multicultural Youth Literature: A Study of Award-Winning Picture Books Featuring Ethnic Chinese from 1993 to 2009 by Minjie Chen and Qiuying Wang
