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Author: Xi Chen
Publisher: Springer Science & Business Media
ISBN: 9400773803
Category : Education
Languages : en
Pages : 252
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Book Description
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.
Author: Xi Chen
Publisher: Springer Science & Business Media
ISBN: 9400773803
Category : Education
Languages : en
Pages : 252
Get Book
Book Description
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.
Author: Catherine McBride-Chang
Publisher: Bloomsbury Publishing USA
ISBN: 031305312X
Category : Education
Languages : en
Pages : 267
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Book 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.
Author: Linjun Zhang
Publisher: Frontiers Media SA
ISBN: 2832536913
Category : Science
Languages : en
Pages : 154
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Book Description
Author: Lesley Mandel Morrow
Publisher: Allyn & Bacon
ISBN: 9780205442195
Category :
Languages : en
Pages : 0
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Book Description
Learning Chinese teaches basic conversational and literary skills in Mandarin. It is designed to build language ability while stimulating learners’ curiosity about the linguistic structures of the language as well as the geography, history, and culture of China. Conversational lessons are separated from lessons on reading and writing characters, allowing instructors to adapt the book to their students and to their course goals.
Author: Frank Niklas
Publisher: Frontiers Media SA
ISBN: 2889711226
Category : Science
Languages : en
Pages : 330
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Book Description
Author: Wenling Li
Publisher: Springer Science & Business Media
ISBN: 1461508592
Category : Language Arts & Disciplines
Languages : en
Pages : 266
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Book Description
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.
Author: Alice Sterling Honig
Publisher: Routledge
ISBN: 1317272129
Category : Education
Languages : en
Pages : 258
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Book Description
Contrary to previously held beliefs that bilingualism wonder hinder cognitive and language development in children, research has shown that bilingual children show enhanced cognitive flexibility and an ability to better focus their attention. This book explores both emergent literacy and bilingualism in children in four Asian countries - Hong Kong, Singapore, Myanmar, and Taiwan, giving specific examples of how adults (including parents, teachers, and other education professionals) can use creative interaction – as opposed to rote learning – to increase children’s interest in learning English as a second language. This is especially important in the increasingly computer-connected world, where innovation can be key in making second language learning both interesting and effective. Specific contributions to this volume include a case study of Taiwanese families analyzing home videos of their children’s responses to the task of reading a Mandarin picture book; of vocabulary instruction in Hong Kong which requires children to gain triple language proficiency (Cantonese, English, and Mandarin); of the relation between Cantonese proficiency amongst 5 year olds in Hong Kong and their receptiveness to learning new English vocabulary; of the relation between English reading ability and Mandarin speaking ability amongst Singaporean children; of the importance of teachers’ sensitivity to gender differences among 6 year olds in Singapore learning English as a second language; of the active promotion of storytelling by teachers in Myanmar, in order to develop children’s interest in story structure, and to stimulate early language skills; and of an emphasis on family-based emergent literacy activities for children in Taiwan. This book was originally published as a special issue of Early Child Development and Care.
Author: Hui Li
Publisher: Routledge
ISBN: 1317804031
Category : Foreign Language Study
Languages : en
Pages : 269
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Book Description
The Chinese language is now used by a quarter of the world’s population and is increasingly popular as a second language. Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teaching Chinese literacy to young children. This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education. Key issues explored within this text include: The Psycholinguistics of Chinese Literacy Neuropsychological Understanding of Chinese Literacy The pedagogy of teaching Chinese as a first language The Pedagogy of Teaching Chinese as a second language Teaching Chinese literacy in early childhood settings Assessing Chinese Literacy Attainment in the Early Years With the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Years is an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy.
Author: Natalia Kucirkova
Publisher: Taylor & Francis
ISBN: 1317659201
Category : Education
Languages : en
Pages : 392
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Book Description
The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction. The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy. Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century. Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world. Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments. All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.
Author: Amalia Bar-On
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1614514909
Category : Language Arts & Disciplines
Languages : en
Pages : 969
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Book Description
The domain of Communication Disorders has grown exponentially in the last two decades and has come to encompass much more than audiology, speech impediments and early language impairment. The realization that most developmental and learning disorders are language-based or language-related has brought insights from theoretical and empirical linguistics and its clinical applications to the forefront of Communication Disorders science. The current handbook takes an integrated psycholinguistic, neurolinguistic, and sociolinguistic perspective on Communication Disorders by targeting the interface between language and cognition as the context for understanding disrupted abilities and behaviors and providing solutions for treatment and therapy. Researchers and practitioners will be able to find in this handbook state-of-the-art information on typical and atypical development of language and communication (dis)abilities across the human lifespan from infancy to the aging brain, covering all major clinical disorders and conditions in various social and communicative contexts, such as spoken and written language and discourse, literacy issues, bilingualism, and socio-economic status.
