Children's Literacy Development
Routledge – 2004 – 224 pages
Children's literacy development forms the foundation for lifelong learning. Acquisition of reading and writing skills involves crucial aspects of both cognitive and psychosocial development. This book critically analyses research and theory on literacy acquisition from an ecological perspective.
Children's Literacy Development considers both universals and specifics of reading acquisition, with particular emphasis on early literacy development across cultures. Topics covered include the effects of culture on literacy fundamentals, building blocks of reading, phonological development, morphological awareness, visual and orthographic skill acquisition, writing and spelling development, and reading comprehension. It also reviews cross-cultural research on the effects of teaching, dyslexia, and bilingualism on literacy acquisition.
This text, written for those with no previous background in reading development or impairment, is an excellent resource for both students and professionals interested in literacy development, including those in the areas of psychology, education, linguistics, and paediatrics.
If one were allowed to write a book review in as few words as possible, this one would read 'Buy this book and read it'.
Journal of Research in Reading Volume 28, Issue 2
…. this book blends theory and research smooothly, casts them in an intercultural perspective and delivers a palatable, rich text that is suitable for a beginning course in literacy development or for a layperson who is curious to know how children learn to read.
Reading and Writing
An ecological approach to reading development
The development of phonological processing and language for reading
Building blocks of reading
The role of morphological awareness in learning to read
Visual and orthographic skills in reading and writing
Writing: spelling and higher-order processes
Approaches to teaching reading
Bilingualism and literacy
Catherine McBride-Chang is Professor of Psychology at the Chinese University of Hong Kong.