Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

Wenling Li; Janet S. Gaffney; Jerome Lee Packard

doi:10.1007/978-1-4615-0859-5

Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

Wenling Li (Editor), Janet S. Gaffney (Editor), Jerome Lee Packard (Editor)

Research output: Book/Report/Conference proceeding › Book

Abstract

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.

Original language	English (US)
Place of Publication	Boston
Publisher	Kluwer Academic Publishers
Number of pages	266
ISBN (Print)	978-0-7923-7543-2, 978-1-4613-5274-7
DOIs	https://doi.org/10.1007/978-1-4615-0859-5
State	Published - 2002

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abstract = "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. ",

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AB - 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.

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Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

Abstract

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