Reading Development and Difficulties in Monolingual and Bilingual Chinese Children [electronic resource] / edited by Xi Chen, Qiuying Wang, Yang Cathy Luo.
Erişim Adresi
ISBN
9789400773806
Dil Kodu
İngilizce
Yer Numarası
DK/15565
Basım Bildirimi
1st ed. 2014.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2014.
Fiziksel Niteleme
XX, 252 p. 12 illus., 8 illus. in color. online resource.
Dizi
Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, 2214-0018 ; 8
İçindekiler Notu
Foreword -- Preface -- Psycholinguistic Study of Reading Chinese. Morphological Awareness and Learning to Read Chinese and English -- Visual, Phonological and Orthographic Strategies in Learning to Read Chinese -- How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development -- Fostering Reading Comprehension and Writing Composition in Chinese Children -- Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders -- Reading Disability in Chinese Children. Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum -- Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia -- Bilingual and Biliteracy Development in Chinese and English. L1-Induced Facilitation in Biliteracy Development in Chinese and English -- Effect of Early Bilingualism on Metalinguistic Development and Language Processing: Evidence from Chinese-speaking Bilingual Children -- Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-year Longitudinal Study -- Children’s literature in Chinese. Chinese Children’s Literature in North America -- China and Chinese as Mirrored in Multicultural Youth Literature: A Study of Award-Winning Picture Books Featuring Ethnic Chinese from 1993 to 2009.
Özet, vb.
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.
Konu
Literacy.
Applied linguistics.
Language and languages __ Study and teaching.
Psycholinguistics.
Literacy.
Applied Linguistics.
Language Education.
Psycholinguistics and Cognitive Lingusitics.
Applied linguistics.
Language and languages __ Study and teaching.
Psycholinguistics.
Literacy.
Applied Linguistics.
Language Education.
Psycholinguistics and Cognitive Lingusitics.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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490 1 |aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v8
505 0 |aForeword -- Preface -- Psycholinguistic Study of Reading Chinese. Morphological Awareness and Learning to Read Chinese and English -- Visual, Phonological and Orthographic Strategies in Learning to Read Chinese -- How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development -- Fostering Reading Comprehension and Writing Composition in Chinese Children -- Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders -- Reading Disability in Chinese Children. Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum -- Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia -- Bilingual and Biliteracy Development in Chinese and English. L1-Induced Facilitation in Biliteracy Development in Chinese and English -- Effect of Early Bilingualism on Metalinguistic Development and Language Processing: Evidence from Chinese-speaking Bilingual Children -- Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-year Longitudinal Study -- Children’s literature in Chinese. Chinese Children’s Literature in North America -- China and Chinese as Mirrored in Multicultural Youth Literature: A Study of Award-Winning Picture Books Featuring Ethnic Chinese from 1993 to 2009.
520 |aThis 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.
650 0|aLiteracy.
650 0|aApplied linguistics.
650 0|aLanguage and languages|xStudy and teaching.
650 0|aPsycholinguistics.
650 14|aLiteracy.
650 24|aApplied Linguistics.
650 24|aLanguage Education.
650 24|aPsycholinguistics and Cognitive Lingusitics.
700 1 |aChen, Xi.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aWang, Qiuying.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLuo, Yang Cathy.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400773790
776 08|iPrinted edition:|z9789400773813
776 08|iPrinted edition:|z9789402407525
830 0|aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v8
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001 814326
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020 |a9789400773806|9978-94-007-7380-6
024 7 |a10.1007/978-94-007-7380-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC149-161
072 7|aCFC|2bicssc
072 7|aEDU029020|2bisacsh
072 7|aCFC|2thema
082 04|a374.0124|223
090 |aDK/15565
245 10|aReading Development and Difficulties in Monolingual and Bilingual Chinese Children|h[electronic resource] /|cedited by Xi Chen, Qiuying Wang, Yang Cathy Luo.
250 |a1st ed. 2014.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2014.
300 |aXX, 252 p. 12 illus., 8 illus. in color.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v8
505 0 |aForeword -- Preface -- Psycholinguistic Study of Reading Chinese. Morphological Awareness and Learning to Read Chinese and English -- Visual, Phonological and Orthographic Strategies in Learning to Read Chinese -- How Character Reading Can Be Different from Word Reading in Chinese and Why It Matters for Chinese Reading Development -- Fostering Reading Comprehension and Writing Composition in Chinese Children -- Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in Chinese First Graders -- Reading Disability in Chinese Children. Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effective Evidence-Based Curriculum -- Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia -- Bilingual and Biliteracy Development in Chinese and English. L1-Induced Facilitation in Biliteracy Development in Chinese and English -- Effect of Early Bilingualism on Metalinguistic Development and Language Processing: Evidence from Chinese-speaking Bilingual Children -- Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-year Longitudinal Study -- Children’s literature in Chinese. Chinese Children’s Literature in North America -- China and Chinese as Mirrored in Multicultural Youth Literature: A Study of Award-Winning Picture Books Featuring Ethnic Chinese from 1993 to 2009.
520 |aThis 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.
650 0|aLiteracy.
650 0|aApplied linguistics.
650 0|aLanguage and languages|xStudy and teaching.
650 0|aPsycholinguistics.
650 14|aLiteracy.
650 24|aApplied Linguistics.
650 24|aLanguage Education.
650 24|aPsycholinguistics and Cognitive Lingusitics.
700 1 |aChen, Xi.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aWang, Qiuying.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aLuo, Yang Cathy.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400773790
776 08|iPrinted edition:|z9789400773813
776 08|iPrinted edition:|z9789402407525
830 0|aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v8
856 40|uhttps://doi.org/10.1007/978-94-007-7380-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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