Reading Development and Difficulties in Monolingual and Bilingual Chinese Children

  • Xi Chen
  • Qiuying Wang
  • Yang Cathy Luo

Part of the Literacy Studies book series (LITS, volume 8)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Psycholinguistic Study of Reading Chinese

    1. Front Matter
      Pages 1-1
    2. Jie Zhang, Tzu-Jung Lin, Junli Wei, Richard C. Anderson
      Pages 3-22
    3. Xi Chen, Richard C. Anderson, Hong Li, Hua Shu
      Pages 23-47
    4. Che Kan Leong, Shek Kam Tse, Ka Yee Loh, Man Koon Ho
      Pages 67-86
  3. Reading Disability in Chinese Children

    1. Front Matter
      Pages 101-101
    2. Connie Suk-Han Ho, Yau-Kai Wong, Chor-Ming Lo, David W. Chan, Kevin Kien-hoa Chung, Sau-Ching Lo
      Pages 103-124
  4. Bilingual and Biliteracy Development in Chinese and English

  5. Children’s Literature in Chinese

About this book

Introduction

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.

Keywords

Chinese children's literature in North America Chinese reading development Chinese-English biliteracy acquisition Hong Kong L1 induced facilitation in biliteracy development Richard C. Anderson children with reading disability in Chinese children's literature learning to read morphological awareness

Editors and affiliations

  • Xi Chen
    • 1
  • Qiuying Wang
    • 2
  • Yang Cathy Luo
    • 3
  1. 1.Dept of Applied Psych & Human DevUniversity of TorontoTorontoCanada
  2. 2.School of Teaching & Curric LeadershipOklahoma State UniversityStillwaterUSA
  3. 3.Department of PsychiatryUniversity of TorontoTorontoCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-7380-6
  • Copyright Information Springer Science+Business Media Dordrecht 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-7379-0
  • Online ISBN 978-94-007-7380-6
  • Series Print ISSN 2214-000X
  • Series Online ISSN 2214-0018
  • About this book