Learning to Read Across Languages : Cross-Linguistic Relationships in First- and Second-Language Literacy Development
Learning to Read Across Languages : Cross-Linguistic Relationships in First- and Second-Language Literacy Development
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学习跨语言阅读:第一语言和第二语言读写能力发展中的跨语言关系
DOI：
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发表时间：
2008
期刊：
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通讯作者：
A. Zehler
中科院分区：
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作者：
K. Koda;A. Zehler
这本书系统地研究了如何学习阅读发生在不同的语言，并在这样做，探讨如何识字是学习者谁已经取得了至少基本的阅读技能，在他们的第一语言在第二语言。由于迅速全球化，这些学生在全世界的学校人口中占很大比例，而且还在不断增加，越来越多的学校面临着来自各种语言的学生的挑战，而且他们以前有不同的识字经验。为了在学业上取得成功，这些学习者必须发展第二语言读写技能，但人们对他们学习第一语言阅读的方式知之甚少，更不知道他们第一语言读写的具体性质和水平如何影响第二语言阅读的发展。本书详细介绍了五种类型各异的语言及其书写系统，并对这些语言的阅读学习经验进行了比较。具体而言，它解决了在学习阅读每种语言，语言和书写系统的属性如何影响儿童学习阅读的方式，以及在何种程度和方式，在一种语言的识字学习经验可以在随后的阅读在另一个发展发挥作用的必要能力。跨语言的识字学习经验的共同和独特的方面被确定，从而建立一个基础，以确定哪些技能可用于转移第二语言阅读的发展。学习跨语言阅读是为研究人员和先进的学生在第二语言学习，心理语言学，识字，双语和跨语言问题的语言处理领域。
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.