K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development

K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic... Read Writ (2012) 25:611–617 DOI 10.1007/s11145-010-9280-9 BOOK REVIEW K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development Routledge, London, 2008 Hui-wen Cheng Published online: 30 October 2010 Springer Science+Business Media B.V. 2010 Reading is an important means to access knowledge and information. However, reading is not an innate skill (Wolf, 2007). It requires a lengthy learning process to master. In the current globalized society, an increasing population faces a very challenging task. In addition to learning to read in their first language (L1), they also need to learn to read in their second language (L2), to receive an education, earn a living, or deal with daily events. When learning to read in an L2, most learners are equipped with reading skills for their L1. How does L1 literacy background influence the acquisition of L2 reading? To what extent do L1 reading experiences facilitate/interfere the development of L2 reading? Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development, edited by Koda and Zehler, aims to provide answers to these questions. As a country with many immigrants, the United States has a large number of students http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development

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Publisher
Springer Journals
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-010-9280-9
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2012) 25:611–617 DOI 10.1007/s11145-010-9280-9 BOOK REVIEW K. Koda and A. M. Zehler (Eds.): Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development Routledge, London, 2008 Hui-wen Cheng Published online: 30 October 2010 Springer Science+Business Media B.V. 2010 Reading is an important means to access knowledge and information. However, reading is not an innate skill (Wolf, 2007). It requires a lengthy learning process to master. In the current globalized society, an increasing population faces a very challenging task. In addition to learning to read in their first language (L1), they also need to learn to read in their second language (L2), to receive an education, earn a living, or deal with daily events. When learning to read in an L2, most learners are equipped with reading skills for their L1. How does L1 literacy background influence the acquisition of L2 reading? To what extent do L1 reading experiences facilitate/interfere the development of L2 reading? Learning to read across languages: cross-linguistic relationships in first- and second-language literacy development, edited by Koda and Zehler, aims to provide answers to these questions. As a country with many immigrants, the United States has a large number of students

Journal

Reading and WritingSpringer Journals

Published: Oct 30, 2010

References

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