Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL).
Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader-s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development-how to learn and teach Chinese characters. The second part examines various learners- reading comprehension subskills, as well as the evolution of learners- literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this
