Reading Development in Chinese Children

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Reading Development in Chinese Children

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  • 製本 Hardcover:ハードカバー版/ページ数 248 p.
  • 言語 ENG
  • 商品コード 9780897898096
  • DDC分類 372.40951

Full 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.

Table of Contents

Introduction by Catherine McBride-Chang and
Hsuan-Chih Chen<BR>
Chinese Reading Development in Some Major
Chinese Societies: An Introduction by Him
Cheung and Lisa Ng<BR>
Component Skills for Reading Chinese in Primary
School Children by May Jane Chen<BR>
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<BR>
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<BR>
The Role of Character Components in Reading
Chinese by Hwawei Ko and Chia Feng Wu<BR>
Response Errors in Reading Chinese Characters:
A Developmental and Sociocontextual Perspective
Hui Li<BR>
Linguistic Awareness in Learning to Read
Chinese: A Comparative Study of Beijing and
Hong Kong Children by Lily Chan and Lei
Wang<BR>
The Role of Character Schema in Learning Novel
Chinese Characters by Kuan-Chun Tsai and
Terzinha Nunes<BR>
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<BR>
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<BR>
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<BR>
Metacognitive Beliefs and Strategies in Reading
Comprehension for Chinese Children by Carol K.
K. Chan and Dois Y. K. Law<BR>
The Unitization Effect in the Development of
Reading Chinese and English: Evident from
Letter/Character-Component Detection by Liang
Tao and Alice Healy<BR>
Lexical Representation and Processing in
Chinese-speaking Poor Readers by Hua Shu,
Xiangzhi Meng, and Alice Cheng Lai<BR>
Biscriptal Literacy Development of Chinese
Children in Singapore by Susan J. Rickard Liow
and Tng Siok Keng<BR>
Pinyin and Phonotactics Affect the Development
of Phonemic Awareness in English-Cantonese
Bilinguals by Him Cheung