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Article: Fostering Reading Comprehension and Writing Composition in Chinese Children

TitleFostering Reading Comprehension and Writing Composition in Chinese Children
Authors
Issue Date2014
PublisherSpringer.
Citation
Reading Development and Difficulties in Monolingual and Bilingual Chinese Children, 2014, v. 8, p. 67-86 How to Cite?
AbstractThis chapter emphasizes the principles and learning strategies underpinning children’s text comprehension and written composition in Chinese. The topic-comment nature of Chinese sentences and text, and their comprehension are discussed. Verbal working memory is shown to play an important role in reading. The knowledge telling and knowledge transforming approaches of Bereiter and Scardamalia (1987. The psychology of written composition. Hillsdale, NJ: Erlbaum) provide a viable framework in studying written composition in Chinese. Different ways to enhance children’s writing are discussed with examples in learning and teaching. Issues in composing include the quantity and quality of writing and the continuing quest to understand the reading-writing reciprocal relationship.
Persistent Identifierhttp://hdl.handle.net/10722/198126

 

DC FieldValueLanguage
dc.contributor.authorLeong, CKen_US
dc.contributor.authorTse, SKen_US
dc.contributor.authorLoh, EKYen_US
dc.contributor.authorHo, MKen_US
dc.date.accessioned2014-06-25T02:48:22Z-
dc.date.available2014-06-25T02:48:22Z-
dc.date.issued2014en_US
dc.identifier.citationReading Development and Difficulties in Monolingual and Bilingual Chinese Children, 2014, v. 8, p. 67-86en_US
dc.identifier.urihttp://hdl.handle.net/10722/198126-
dc.description.abstractThis chapter emphasizes the principles and learning strategies underpinning children’s text comprehension and written composition in Chinese. The topic-comment nature of Chinese sentences and text, and their comprehension are discussed. Verbal working memory is shown to play an important role in reading. The knowledge telling and knowledge transforming approaches of Bereiter and Scardamalia (1987. The psychology of written composition. Hillsdale, NJ: Erlbaum) provide a viable framework in studying written composition in Chinese. Different ways to enhance children’s writing are discussed with examples in learning and teaching. Issues in composing include the quantity and quality of writing and the continuing quest to understand the reading-writing reciprocal relationship.en_US
dc.languageengen_US
dc.publisherSpringer.en_US
dc.relation.ispartofReading Development and Difficulties in Monolingual and Bilingual Chinese Childrenen_US
dc.rightsThe original publication is available at www.springerlink.comen_US
dc.titleFostering Reading Comprehension and Writing Composition in Chinese Childrenen_US
dc.typeArticleen_US
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_US
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_US
dc.identifier.authorityTse, SK=rp00964en_US
dc.identifier.authorityLoh, EKY=rp01361en_US
dc.identifier.doi10.1007/978-94-007-7380-6_4-
dc.identifier.hkuros229185en_US
dc.identifier.volume8en_US
dc.identifier.spage67en_US
dc.identifier.epage86en_US

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