Published research and conference presentations on the Chinese
language in the last decade have tended to focus on adult language
processing. This book provides a comprehensive resource for the
critical discussion of major issues in learning to read Chinese
from a child acquisition perspective. 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.
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