“Read-On” STARTALK 2016  Readings on Literacy Research

I. Knowledge about the internal structure of characters 

Among First-Language Learners of Chinese:

1. Shu and Anderson. 1999. “Learning to Read Chinese: The Development of Metalinguistic Awareness,” in Wang, Inhoff, and Chen, ed. Reading Chinese Script: A Cognitive Analysis, New Jersey: Lawrence Erlbaum Associates, Chapter 4. 

2. Shu, Hua; Xi Chen; Richard Anderson; Ning Ning Wu; and Yue Xuan, 2003. “Properties
Among Learners of Chinese as a Foreign Language

3. Shen, Helen 2004. “Level of Cognitive Processing: Effects on Character Learning Among Non-Native Learners of Chinese as a Foreign Language,” Language and Education, 2004. 

4. Shen, Helen and Chuanren Ke 2007. “Radical awareness and word acquisition among nonnative learners of Chinese.” Modern Language Journal 91.1.97-111.

II. The role of hand-writing in character retention for students of CFL

Among elementary school aged-learners

5. Ellen Knell & Haii West 2015, “Writing Practice and Chinese Character Recognition in Early Chinese Immersion Students, Journal of the Chinese Language Teachers Association (now CSL), 50 No: 3 Pages: 45-61.   

Among College-age learners:

6. Guan C. Q., Liu Y., Chan D. H. L, Ye F., and Perfetti C. A., 2011, “Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese,” Journal of Educational Psychology, 103, 509-522.)

III. Recognition of word boundaries enhances reading speed

7. “Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language.” Bai et al. Journal of Research in Reading, Vol 36, S1, 2013, pp. S4-S17

IV. Automaticity - Speedy recognition of characters and words enhances reading comprehension.
8. Shen, Helen, and Xin Jiang, 2013. Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese. Readings in a Foreign Language 25.1.1-25. 
9. Carver, P. 1992. “Reading Rate: Theory, Research, and Practical Implications,” Journal of Reading 36.2.84-95.

V. Developing literacy skills among pre-readers

10. Yu Zhenyou and Nancy Pine 2006. Strategies for enhancing Chinese literacy in Chinese Preschools.  National Reading Conference, Los Angeles, pp. 1-15. 

VI. Pedagogical Foundation: Backward Design, Thematic-based teaching, World-Readiness Standards, Feedback

11. Backward Design, Enduring Understanding, Essential Questions
Wiggins, Grant and Jay McTighe , 2005. “What is Backward Design?”  Understanding by Design, Chapter 1. by. Assn. for Supervision & Curriculum Development; 2nd Expanded edition.

12.  Teaching World Languages: A Practical Guide, 2nd Edition (2014). Chapter 3: “Planning Instruction.” National Capital Language Resource Center, The George Washington University, Center for Applied Linguistics and Georgetown University. http://www.nclrc.org/TeachingWorldLanguages/TWL_English/index.html (accessed 6/16)

13. World Readiness Standards for Learning Languages. (2 page summary). ACTFL.