Titlebook: Chinese Children’s Reading Acquisition; Theoretical and Peda Li Wenling,Janet S. Gaffney,Jerome L. Packard Book 2002 Kluwer Academic Publis

Water-Brash

Shared-Book Reading in ChinaShared-Book reading is one-way to expand the volume of reading of young children. In China, teaching reading is based on a long tradition of intensive reading of limited amounts of text using recitation, drill, practice, and memorization. The Shared-Book approach was adapted to accommodate the Chine

疏忽

BYRE

judiciousness

季雨

收養(yǎng)

Phonological Awareness in Chinese Readingsyllabaries. Finally it explores how PA applies to reading logographic Chinese characters as well as the phoneticized scripts devised for Chinese. The paper concludes that, in reading and learning to read, PA is less important in Chinese than in English, and that visual skills are more important in Chinese than in English.

摘要記錄

inform international comparative studies ofliteracy by making apparent the features of the Chinese culture,language, writing system, and pedagogy that may facilitate or impedethe acquisition of literacy.978-1-4613-5274-7978-1-4615-0859-5

不能妥協(xié)

https://doi.org/10.1007/978-3-031-40747-5clude that in learning to read Chinese, as in learning to read English, students are benefited by instruction that helps them gain insight into how their writing system represents the units of the spoken language

Immunoglobulin

LIEN

This book provides a comprehensive resource for thecritical discussion of major issues in learning to read Chinese from achild acquisition perspective..The combined contributions from researchers in Asian studies,linguistics, psycholinguistics, psychology, cognitive psychology,reading, and education