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Reading Development and Difficulties in Monolingual and Bilingual Chinese Children

  • Book
  • © 2014

Overview

Editors:
  1. Xi Chen

    1. Dept of Applied Psych & Human Dev, University of Toronto, Toronto, Canada

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  2. Qiuying Wang

    1. School of Teaching & Curric Leadership, Oklahoma State University, Stillwater, USA

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  3. Yang Cathy Luo

    1. Department of Psychiatry, University of Toronto, Toronto, Canada

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  • Offers an integrative framework of Chinese reading
  • Contains contributions by prominent researchers in Chinese literacy development
  • Focuses on children in Chinese societies as well as bilingual Chinese Children in Western societies

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

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About this book

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.

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xx
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  2. Psycholinguistic Study of Reading Chinese

    1. Front Matter

      Pages 1-1
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    2. Morphological Awareness and Learning to Read Chinese and English

      • Jie Zhang, Tzu-Jung Lin, Junli Wei, Richard C. Anderson
      Pages 3-22

    3. Visual, Phonological and Orthographic Strategies in Learning to Read Chinese

      • Xi Chen, Richard C. Anderson, Hong Li, Hua Shu
      Pages 23-47

    4. How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development

      • Tong Li, Catherine McBride-Chang
      Pages 49-65

    5. Fostering Reading Comprehension and Writing Composition in Chinese Children

      • Che Kan Leong, Shek Kam Tse, Ka Yee Loh, Man Koon Ho
      Pages 67-86

    6. Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders

      • Qiuying Wang, Cassandra Coddington
      Pages 87-100

  3. Reading Disability in Chinese Children

    1. Front Matter

      Pages 101-101
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    2. Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum

      • Connie Suk-Han Ho, Yau-Kai Wong, Chor-Ming Lo, David W. Chan, Kevin Kien-hoa Chung, Sau-Ching Lo
      Pages 103-124

    3. Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia

      • Jinger Pan, Hua Shu
      Pages 125-138

  5. Children’s Literature in Chinese

    1. Front Matter

      Pages 213-213
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    2. Chinese Children’s Literature in North America

      • Belinda Yun-Ying Louie
      Pages 215-229

    3. China and Chinese as Mirrored in Multicultural Youth Literature: A Study of Award-Winning Picture Books from 1993 to 2009

      • Minjie Chen, Qiuying Wang
      Pages 231-252
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Editors and Affiliations

  • Dept of Applied Psych & Human Dev, University of Toronto, Toronto, Canada

    Xi Chen

  • School of Teaching & Curric Leadership, Oklahoma State University, Stillwater, USA

    Qiuying Wang

  • Department of Psychiatry, University of Toronto, Toronto, Canada

    Yang Cathy Luo

Bibliographic Information

  • Book Title: Reading Development and Difficulties in Monolingual and Bilingual Chinese Children

  • Editors: Xi Chen, Qiuying Wang, Yang Cathy Luo

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-94-007-7380-6

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media Dordrecht 2014

  • Hardcover ISBN: 978-94-007-7379-0Published: 15 November 2013

  • Softcover ISBN: 978-94-024-0752-5Published: 18 September 2016

  • eBook ISBN: 978-94-007-7380-6Published: 04 November 2013

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: XX, 252

  • Number of Illustrations: 4 b/w illustrations, 8 illustrations in colour

  • Topics: Literacy, Applied Linguistics, Language Education, Psycholinguistics

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