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Children’s Literacy Development (2nd Edition)

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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.

The Chinese translated edition is published in 2020.

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Children’s Literacy Development (1st Edition)

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This book critically analyzes research and theory on literacy acquisition from an ecological perspec...

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Children’s Literacy Development (1st Edition)

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This book critically analyzes research and theory on literacy acquisition from an ecological perspective. McBride-Chang considers both the universals and specifics of reading acquisition, with particular emphasis on early literacy development across cultures. Topics covered include the effects of culture on literacy, fundamentals, building blocks of reading, phonological development, morphological awareness, visual and orthographic skill acquisition, writing and spelling development, and reading comprehension.

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Reading Development in Chinese Children

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This text reviews both similarities and unique cultural, linguistic, and script differences of Chine...

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Reading Development in Chinese Children

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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.

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