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Table of contents (11 chapters)
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Front Matter
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Theoretical Perspectives on Learning to Read
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Front Matter
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Back Matter
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Role of Metalinguistic Awareness in Chinese Reading
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Front Matter
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Back Matter
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Wide Reading and the Development of Chinese Literacy
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Front Matter
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Back Matter
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Factors in Home Literacy
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Front Matter
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Back Matter
About this book
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.
Editors and Affiliations
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University of Illinois at Urbana-Champaign, USA
Li Wenling, Janet S. Gaffney, Jerome L. Packard
Bibliographic Information
Book Title: Chinese Children’s Reading Acquisition
Book Subtitle: Theoretical and Pedagogical Issues
Editors: Li Wenling, Janet S. Gaffney, Jerome L. Packard
DOI: https://doi.org/10.1007/978-1-4615-0859-5
Publisher: Springer New York, NY
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eBook Packages: Springer Book Archive
Copyright Information: Kluwer Academic Publishers 2002
Hardcover ISBN: 978-0-7923-7543-2Published: 31 October 2001
Softcover ISBN: 978-1-4613-5274-7Published: 21 October 2012
eBook ISBN: 978-1-4615-0859-5Published: 06 December 2012
Edition Number: 1
Number of Pages: XIII, 266
Topics: Applied Linguistics, Psychology, general, Psycholinguistics, Chinese