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Chinese Children’s Reading Acquisition

Theoretical and Pedagogical Issues

  • Book
  • © 2002

Overview

Editors:
  1. Li Wenling

    1. University of Illinois at Urbana-Champaign, USA

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  2. Janet S. Gaffney

    1. University of Illinois at Urbana-Champaign, USA

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  3. Jerome L. Packard

    1. University of Illinois at Urbana-Champaign, USA

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Theoretical Perspectives on Learning to Read

    1. Front Matter

      Pages 1-1
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    2. Current Issues in Learning to Read Chinese

      • Ovid J. L. Tzeng
      Pages 3-15

    3. Children’s Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthographies

      • Kevin F. Miller
      Pages 17-29

  3. Back Matter

    Pages 31-35
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  4. Role of Metalinguistic Awareness in Chinese Reading

    1. Front Matter

      Pages 37-37
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    2. Phonological Awareness in Chinese Reading

      • Insup Taylor
      Pages 39-58

    3. The Role of Morphological Awareness in Learning to Read chinese

      • William E. Nagy, Amy Kuo-Kealoha, Wu Xinchun, Li Wenling, Richard C. Anderson, Chen Xi
      Pages 59-86

    4. Facets of Metalinguistic Awareness that Contribute to Chinese Literacy

      • Li Wenling, Richard C. Anderson, William Nagy, Zhang Houcan
      Pages 87-106

  5. Back Matter

    Pages 107-111
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  6. Wide Reading and the Development of Chinese Literacy

    1. Front Matter

      Pages 113-113
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    2. Book-Based Programs in Developing Countries

      • Warwick B. Elley
      Pages 115-130

    3. Shared-Book Reading in China

      • Richard C. Anderson, Janet S. Gaffney, Wu Xinchun, Wang Chiung-Chu, Li Wenling, Shu Hua et al.
      Pages 131-155

    4. Morphological Instruction and Teacher Training

      • Wu Xinchun, Richard C. Anderson, Li Wenling, Chen Xi, Meng Xiangzhi
      Pages 157-173

    5. Children’s Literature in the People’s Republic of China: Its Purposes and Genres

      • Belinda Yun-Ying Louie, Douglas H. Louie
      Pages 175-193

  7. Back Matter

    Pages 195-204
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  8. Factors in Home Literacy

    1. Front Matter

      Pages 205-205
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    2. The Role of Home-Literacy Environment in Learning to Read Chinese

      • Shu Hua, Li Wenling, Richard Anderson, Ku Yu-Min, Yue Xuan
      Pages 207-223

    3. Writing Systems and Learning to Read in a Second Language

      • Koda Keiko
      Pages 225-248

  9. Back Matter

    Pages 249-255
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Keywords

About this book

Published research and conference presentations on the Chinese language in the last decade have tended to focus on adult language processing. This book provides a comprehensive resource for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective.
The combined contributions from researchers in Asian studies, linguistics, psycholinguistics, psychology, cognitive psychology, reading, and education inform international comparative studies of literacy by making apparent the features of the Chinese culture, language, writing system, and pedagogy that may facilitate or impede the acquisition of literacy.

Editors and Affiliations

  • University of Illinois at Urbana-Champaign, USA

    Li Wenling, Janet S. Gaffney, Jerome L. Packard

Bibliographic Information

  • Book Title: Chinese Children’s Reading Acquisition

  • Book Subtitle: Theoretical and Pedagogical Issues

  • Editors: Li Wenling, Janet S. Gaffney, Jerome L. Packard

  • DOI: https://doi.org/10.1007/978-1-4615-0859-5

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer Academic Publishers 2002

  • Hardcover ISBN: 978-0-7923-7543-2Published: 31 October 2001

  • Softcover ISBN: 978-1-4613-5274-7Published: 21 October 2012

  • eBook ISBN: 978-1-4615-0859-5Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XIII, 266

  • Topics: Applied Linguistics, Psychology, general, Psycholinguistics, Chinese

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