The book focuses on the most difficult aspect of learning/teaching Chinese as an additional language-literacy acquisition.
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 book includes empirical studies using both qualitative and quantitative methods.
Geographically, the authors/contributors are from different parts of the world: North America, Europe and Asia. Their participants/subjects/students in these studies have diverse backgrounds.
In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in the book.
In terms of technology, the book includes discussion on how the use of computers, the Internet and social media impacts students' Chinese literacy acquisition. The book also presents some findings on how to use technology to teach different subskills of CAL reading.
