This book systematically examines how learning to read occurs in
diverse languages, and in so doing, explores how literacy is
learned in a second language by learners who have achieved at least
basic reading skills in their first language. As a consequence of
rapid globalization, such learners are a large and growing segment
of the school population worldwide, and an increasing number of
schools are challenged by learners from a wide variety of
languages, and with distinct prior literacy experiences. To succeed
academically these learners must develop second-language literacy
skills, yet little is known about the ways in which they learn to
read in their first languages, and even less about how the specific
nature and level of their first-language literacy affects
second-language reading development.
This volume provides detailed descriptions of five typologically
diverse languages and their writing systems, and offers comparisons
of learning-to-read experiences in these languages. Specifically,
it addresses the requisite competencies in learning to read in each
of the languages, how language and writing system properties affect
the way children learn to read, and the extent and ways in which
literacy learning experience in one language can play a role in
subsequent reading development in another. Both common and distinct
aspects of literacy learning experiences across languages are
identified, thus establishing a basis for determining which skills
are available for transfer in second-language reading
development.
Learning to Read Across Languages is intended for researchers
and advanced students in the areas of second-language learning,
psycholinguistics, literacy, bilingualism, and cross-linguistic
issues in language processing.
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