Download or read book Reading Development in Chinese Children written by Catherine McBride-Chang and published by Bloomsbury Publishing USA. This book was released on 2003-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Reading Development and Difficulties in Monolingual and Bilingual Chinese Children written by Xi Chen and published by Springer Science & Business Media. This book was released on 2013-11-04 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Chinese Children s Reading Acquisition written by Wenling Li and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Role of Oral Language Skills in Beginning Reading Development Among Young Chinese Children written by 方蕊慈 and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Oral Language Skills in Beginning Reading Development Among Young Chinese Children written by Yui-Chi Fong and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Oral Language Skills in Beginning Reading Development Among Young Chinese Children" by Yui-chi, Fong, 方蕊慈, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The main objective of the present thesis was to examine whether and how do different aspects of oral language skills have important contribution for the development of reading comprehension among young Chinese children. In Study 1, a three-wave longitudinal study (from K2 to P1) was conducted with 91 Chinese children, to whom measures of oral language (vocabulary, grammar and narrative discourse), word-level skills (phonological, orthographic, and morphological skills), and word reading were administered at all three time points, and reading comprehension at K3 and P1. This study found that K2 oral language skills explained considerable variance in subsequent word reading and reading comprehension two years later, and their longitudinal contribution appeared to be more important than that of K2 word-level skills. Moreover, it was found that the first-graders showed rudimentary abilities in some higher-order text comprehension skills in spoken language (e.g., sentential ambiguity detection and monitoring of textual coherence), and these language skills were highly associated with children's reading comprehension. Results of multiple regression analyses showed that these skills had unique contribution to reading comprehension at P1 over and above that of word reading, word-level skills, and general oral language skills (i.e., vocabulary, grammatical and narrative discourse skills). The longitudinal data further demonstrated the unique prediction of sentential ambiguity detection over time. Overall, SEM analyses revealed that although the role of word reading ability was prominent to beginning reading comprehension, children's early oral language skills at preschool were found to make an independent path to later reading comprehension through facilitating the subsequent development of higher-order comprehension skills at both sentence- and discourse-level. Since Study 1 demonstrated the importance of sentential ambiguity detection to reading comprehension, Study 2 focused on examining the emerging development of this skill in Chinese children from K2 to P1. A phase model was proposed which hypothesized that children gradually acquired the three sub-skills of sentential ambiguity detection (i.e., homophone detection, lexical ambiguity detection in sentence, and structural ambiguity detection in sentence) through successive phases. Study 2 further demonstrated the contribution of vocabulary, grammatical, and lexical compounding skills for the early acquisition of ambiguity detection in Chinese children. In Study 3, one of its aims was to determine the extent to which different kinds of preschool cognitive skills significantly predicted later word reading difficulties at the end of first grade. The results highlighted the important predicting role of meaning-related cognitive skills (i.e., vocabulary, lexical compounding, and homophone detection skills) in addition to that of phonological and orthographic skills. Apart from focusing on children's word reading problems, Study 3 further used K-mean cluster analysis to identify a group of children at first grade, whose reading comprehension fall short of their average or good word reading ability. It was found that these unexpected poor comprehenders showed weaknesses in skills that are specifically related to text comprehension: sentential ambiguity detection, comprehension monitoring, and working memory. The practical implicatio
Download or read book Predicting Chinese Children s Reading Development from Kindergarten to Second Grade written by Qiuying Wang and published by . This book was released on 2005 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Children s Literacy Development written by Catherine McBride and published by Routledge. This book was released on 2015-12-14 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including: The importance of phonological sensitivity for learning to read and to write The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic The role of visual processing in reading and writing skills How the latest research can inform the teaching of reading An overview of our understanding of dyslexia, including recent neuroscientific research The developmental challenges in becoming biliterate What is special about writing for beginners and later for comprehensive writing Basics of reading comprehension Children’s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.
Download or read book Research on the Development and Education of 0 3 Year Old Children in China written by Xin Liu and published by Springer Nature. This book was released on 2019-08-28 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports on the findings of a series of studies on the development of zero-to-three-year-old Chinese children supported by the Fundamental Research Funds for the Central Universities. The studies were conducted by a research group at the Institute of Early Childhood Education, Beijing Normal University. In the first part of the book, findings concerning the developmental trajectory are presented, including physical and motor development, cognitive development, language development, social and emotional development. The focus of the second part is on the effect of family environment and practices. Specifically, the authors provide empirical evidence allowing readers to better understand how the home environment and educational practice in the family impact the psychological development of children in their early years. In the last part, culture-specific issues like the new universal two-child policy in China are discussed. Most of the parts are based on large-scale investigations and analysis of the status quo, complemented by small-sample studies and case studies. The findings presented here will promote theory building and public understanding of early care and education in China. Moreover, the behavior observation scales and assessment tools developed by the research group are cultural appropriate and may serve as a foundation for further studies on early care and education in the Chinese cultural context.
Download or read book Reading Development and Difficulties written by David A. Kilpatrick and published by Springer Nature. This book was released on 2019-09-25 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)
Download or read book Stages in Chinese Children s Reading of English Words written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book SIGNIFICANCE DEVELOPMENT OF written by Kwok-Yin Lucia Ha and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children" by Kwok-yin, Lucia, Ha, 夏幗賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This research attempts to identify the significance and development of phonological awareness in learning to read English for Chinese children. Data were gathered from observation of subject, Carmen, over four-year study of her phonological development in learning to read English text independently in regards to the age relevant to subject. The report concludes that there is a scope for consideration of more varied approaches in learning to read English text. However, I think the most promising and remarkable strategy in learning to read English is the essential training of phonics instruction backed by the exposure in the relative culture of the same language. 5 DOI: 10.5353/th_b2952343 Subjects: Reading - Phonetic method - China - Hong Kong English langauge - Study and teaching (Elementary) - China - Hong Kong School children - China - Hong Kong - Language
Download or read book Reading and Spelling written by Charles Hulme and published by Routledge. This book was released on 2012-12-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Download or read book Gender Differences of Reading Ability in Chinese Children written by Fanlu Jia and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Gender Differences of Reading Ability in Chinese Children" by Fanlu, Jia, 贾凡路, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience. We tested children's character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test. We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills. The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades. These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future. DOI: 10.5353/th_b5063942 Subjects: Reading - Sex differences Reading ability testing
Download or read book Are Faster Readers Also Better Readers written by 徐詩茹 and published by . This book was released on 2017 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Developmental Disorders of Auditory Processing Language and Literacy Across Languages written by Kevin Kien Hoa Chung and published by IAP. This book was released on 2014-06-01 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages Auditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies. On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines. By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.
Download or read book Reading acquisition of chinese as a second foreign language written by Linjun Zhang and published by Frontiers Media SA. This book was released on 2023-07-12 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Development of Reading of Chinese Characters in School Age Children written by Ka-po Kwok (Carol) and published by . This book was released on 2007 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:
