InhaltsangabePreface. Acknowledgements. Part I: Theoretical Perspectives on Learning to Read. 1. Current Issues in Learning to Read Chinese; O.J.L. Tzeng. 2. Children's Early Understanding of Writing and Language: The Impact of Characters And Alphabetic Orthographies; K.F. Miller. Discussion: Translations and Transitions in Learning to Read; H. Zhang. Part II: Role of Metalinguistic Awareness in Chinese Reading. 3. Phonological Awareness in Chinese Reading; I. Taylor. 4. The Role Of Morphological Awareness in Learning to Read Chinese; W.E. Nagy, et al. 5. Facets of Metalinguistic Awareness that Contribute to Chinese Literacy; Wenling Li, et al. Discussion: Metalinguistic Awareness as a Critical Construct; J.L. Packard. Part III: Wide Reading and the Development of Chinese Literacy. 6. Book-Based Programs in Developing Countries; W.B. Elley. 7. Shared-Book Reading in China; R.C. Anderson, et al. 8. Morphological Instruction and Teacher Training; Xinchun Wu, et al. 9. Children's Literature in the People's Republic of China: Its Purposes and Genres; B. Yun-Ying Louie, D. H. Louie. Discussion: Supporting the Reading Instruction and Learning of Chinese Children; R. Barr. Part IV: Factors in Home Literacy. 10. The Role of Home-Literacy Environment in Learning to Read Chinese; Hua Shu, et al. 11. Writing Systems and Learning to Read in a Second Language; K. Koda. Discussion: Variables Associated with Learning to Read in Chinese; E. Mcclure. Author Index. Subject Index.