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The learning to read Chinese group does research on the phonological
and morphological awareness of Chinese children; Chinese children’s
development of insight into the structure of Chinese characters, the
influence of bilingualism on Chinese literacy; and factors that explain
normal and delayed acquisition of Chinese literacy. Based on our research,
we have designed and evaluated school interventions to improve literacy in
China. Our international collaborative team is located at two sites: the
Center for the Study of Reading at University of Illinois and the Department
of Psychology at Beijing Normal University. The learning to read Chinese
project is supported by the Spencer Foundation.
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