Children's Literacy Development

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.

• 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

"In this excellent book, McBride describes children’s literacy development literally ‘from the outside in’. By leading the reader on a journey from cultural context through the important role of home environment, she convinces us of the need to differentiate the language-universal and language-specific skills required for literacy to flourish." – Maggie Snowling, University of Oxford, UK"This is a brilliantly executed cross-cultural discussion of emergent literacy that is aptly suitable for international readership. The most distinctive feature of the book is the proper balance that the author manages to strike between the cognitive-linguistic and the environmental-sociocultural factors that shape the acquisition of literacy in different languages and different contexts. Utilizing research insights gained from a wide range of languages, the author impressively succeeds in highlighting the theme that literacy acquisition is sensitive to the language, the orthography, and the sociocultural milieu within which this process is embedded and, therefore, that understanding the complex unfolding of literacy requires an understanding of the host of influences that this process naturally responds to. The cross-cultural perspective of the book makes it aptly appropriate for researchers and research students engaged in the study of literacy in all languages. The clearly articulated evidence-based arguments and the elegantly presented well-referenced chapters make the book a useful resource for foundational and graduate courses in numerous disciplines including psychology, literacy, psycholinguistics, and education." – Elinor Saiegh-Haddad, Bar-Ilan University, Israel"With a door, we can go out; with a window, we can choose not to go out." (Qian Zhongshu, 1941). This book is a window through which you can learn the best knowledge about literacy development (and impairment) around the world - cross culture, language, and orthography. If you have no time digging the vast research on this topic by yourself, this is the book that offers you the best panoramic view." – Li Yin, Tsinghua University, Beijing, China"In Children’s Literacy Development, Catherine McBride has provided a fascinating and well-written account of the development of literacy in different languages. She skillfully explores the context of literacy learning in different cultures. The discussion is enriched by her knowledge of many orthographies and her ability to synthesize information from many sources." – Linda Siegel, The University of British Columbia, Canada