Reading Development in Chinese Children

Thirty-six international researchers from the fields of psychology, linguistics, speech therapy, literacy, and education contribute 16 articles on commonalities and differences in reading-development experiences across the diversity of Chinese-reading societies. Coverage includes an overview of some of the major issues in Chinese reading-development; cognitive, developmental, and macrolevel aspects of character recognition; the process of learning to read Chinese; the higher order operations involved in processing text; developmental dyslexia in Chinese; biscriptal literacy development; and phonological issues. The text demonstrates that various research paradigms, tasks, and ideas developed through reading research with European languages may not be suitable for Chinese, due to the striking differences between the languages. Annotation c2004 Book News, Inc., Portland, OR (booknews.com)

CATHERINE MCBRIDE-CHANG is Associate Professor of Psychology at the Chinese University of Hong Kong.HSUAN-CHIH CHEN is Professor of Psychology (Chair Professor) at the Chinese University of Hong Kong where he is also a former Head of the Psychology Department and the founding Director of the Centre for Cognition and Brain Studies.