Reading Development in Chinese Children
Published on 30. December 2003
Book
Hardback
248 pages
978-0-89789-809-6 (ISBN)
Description
This text reviews both similarities and unique cultural, linguistic, and script differences of Chinese relative to alphabetic reading, and even across Chinese regions. Chinese reading acquisition relies upon children's strongly developing analytic skills, as highlighted here. These 16 chapters present state-of-the-art research on diverse aspects of Chinese children's reading development.
This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition.
One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.
This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition.
One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.
More details
Other editions
Additional editions
Catherine McBride-Chang | Hsuan-Chih Chen
Reading Development in Chinese Children
E-Book
12/2003
1st Edition
Praeger Publishers Inc
€78.49
Available for download
Persons
CATHERINE MCBRIDE-CHANG is Associate Professor of Psychology at the Chinese University of Hong Kong.
HSUAN-CHIH CHEN is Professor of Psychology (Chair Professor) at the Chinese University of Hong Kong where he is also a former Head of the Psychology Department and the founding Director of the Centre for Cognition and Brain Studies.
HSUAN-CHIH CHEN is Professor of Psychology (Chair Professor) at the Chinese University of Hong Kong where he is also a former Head of the Psychology Department and the founding Director of the Centre for Cognition and Brain Studies.
Content
Introduction by Catherine McBride-Chang and Hsuan-Chih Chen Chinese Reading Development in Some Major Chinese Societies: An Introduction by Him Cheung and Lisa Ng Component Skills for Reading Chinese in Primary School Children by May Jane Chen A Longitudinal Study on the Effects of Phonological Awareness and Speed of Processing on Early Chinese Character Recognition by Catherine McBride-Chang and Yiping Zhang Development of Orthographic Knowledge and Its Relationship with Reading and Spelling among Chinese Kindergarten and Primary School Children by Connie Suk-Han Ho, Pamela Wing-yi Yau, and Agnes Au The Role of Character Components in Reading Chinese by Hwawei Ko and Chia Feng Wu Response Errors in Reading Chinese Characters: A Developmental and Sociocontextual Perspective Hui Li Linguistic Awareness in Learning to Read Chinese: A Comparative Study of Beijing and Hong Kong Children by Lily Chan and Lei Wang The Role of Character Schema in Learning Novel Chinese Characters by Kuan-Chun Tsai and Terzinha Nunes Combining Phonological and Semantic Cues in Reading Pseudocharacters: A Comparative Study by Anke W. Blote, Ping Chen, Elis Overmars, and A.H.C. van der Heijden Beginning Readers' Awareness of the Orthographic Structure of Semantic-Phonetic Compounds: Lessons from a Study of Learners of Chinese as a Foreign Language by Nancy Ewald Jackson, Michael E. Everson, and Chuanren Ke Developmental Characteristics of Eye Movements in Reading Chinese by Hsuan-Chih Chen, Hua Song, Wing Yi Lau, Kin Fai Ellick Wong, and Siu Lam Tang Metacognitive Beliefs and Strategies in Reading Comprehension for Chinese Children by Carol K. K. Chan and Dois Y. K. Law The Unitization Effect in the Development of Reading Chinese and English: Evident from Letter/Character-Component Detection by Liang Tao and Alice Healy Lexical Representation and Processing in Chinese-speaking Poor Readers by Hua Shu, Xiangzhi Meng, and Alice Cheng Lai Biscriptal Literacy Development of Chinese Children in Singapore by Susan J. Rickard Liow and Tng Siok Keng Pinyin and Phonotactics Affect the Development of Phonemic Awareness in English-Cantonese Bilinguals by Him Cheung