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Chinese Elementary Education

  • Clay WilliamsEmail author
Chapter
  • 698 Downloads
Part of the Springer Texts in Education book series (SPTE)

Abstract

In this chapter, we turn our attention to how Chinese literacy is taught to native Chinese speakers in the Chinese-speaking world. Delving into the literature on the subject, the author illuminates common L1-literacy strategies employed by Chinese children, and how they are specifically-tailored for the Chinese script. Turning to the complex relationship between teaching and learning, the author discusses how Chinese characters are taught, with particular emphasis on the differences in L1-literacy teaching strategies employed in 3 major parts of the Chinese-speaking world—China (PRC), Taiwan (ROC), and Hong Kong—and the impact that these differences have on child (and later, adult) L1 reading processes.

Keywords

Phonological Awareness Chinese Character Chinese Child Reading Strategy Chinese Literacy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Akita International UniversityAkitaJapan

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