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CHINESE CHILDREN'S READING ACQUISITION: THEORETICAL AND PEDAGOGICAL ISSUES

Published online by Cambridge University Press:  01 September 2004

Margot Haynes
Margot Haynes
Affiliation:
Delta College
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Extract

CHINESE CHILDREN'S READING ACQUISITION: THEORETICAL AND PEDAGOGICAL ISSUES. Wenling Li, Janet S. Gaffney, and Jerome L. Packard (Eds.). Dordrecht: Kluwer, 2002. Pp. xi + 266. $135.00 cloth.

This collaborative exploration by researchers in China and the United States spans theoretical, experimental, pedagogical, and ethnographic perspectives. The book thus offers learning opportunities to a range of audiences—reading researchers who want a better understanding of the structure of Chinese writing and the cognitive processes it appears to shape, students who wish to study how one-fifth of the world population reads, educators interested in comparative education, and all those with interdisciplinary curiosity about this nonalphabetic script, evolved from ancient times.

Type
BOOK NOTICES
Information
Studies in Second Language Acquisition , Volume 26 , Issue 3 , September 2004 , pp. 506
Copyright
© 2004 Cambridge University Press

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References

REFERENCE

Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.