Children's Literacy Development (2^nd Ed.) A Cross-Cultural Perspective on Learning to Read and Write International Texts in Developmental Psychology Series

In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including:

• The importance of phonological sensitivity for learning to read and to write
• The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic
• The role of visual processing in reading and writing skills
• How the latest research can inform the teaching of reading
• An overview of our understanding of dyslexia, including recent neuroscientific research
• The developmental challenges in becoming biliterate
• What is special about writing for beginners and later for comprehensive writing
• Basics of reading comprehension

Children?s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.

1. An ecological approach to reading development 2. The development of phonological processing and language for reading 3. Building blocks of reading 4. The role of morphological awareness in learning to read 5. Visual and orthographic skills in reading and writing 6. Writing: Spelling and higher-order processes 7. Approaches to teaching reading 8. Dyslexia 9. Bilingualism and literacy 10. Reading comprehension

Catherine McBride is a Professor of Psychology at The Chinese University of Hong Kong. She was President of the international Society for the Scientific Study of Reading in 2014–2015, and is a Fellow of the Association for Psychological Science. Her research is on the process of learning to read and write from a developmental perspective, across cultures, languages, and scripts.