總結而言，華人社會中文學習環境存在一係列的差異，包括漢字係統、教學方法，以及方言和外語的學習和使用。事實上，由於學習環境的複雜多樣性，以及上述變量間的互相影響，很難將單個具體因素獨立出來，放到跨文化背景下進行比較。在文獻回顧中我們發現，這方麵的跨文化研究數量極其有限，所以我們更多通過解讀單一文化背景下的研究，來理解這些環境變量與中文讀寫能力（主要是詞匯識別和拚寫）之間的交互作用。本章對於家長和教育工作者具有一定的實踐指導意義，幫助他們反觀自己使用的教學策略，深入理解讀寫能力發展水平是由個體內部特征與外界教育條件等各方因素綜合決定的。
摘要Abstract
Children’s literacy development is not only determined by their personal characteristics, but influenced by a set of environmental factors.In this chapter, important environment discrepancies across several Chinese societies are first summarized.How these discrepancies affect children’s Chinese literacy acquisition and development are then addressed, from the following aspects: 1)How does the adoption of different scripts (simplified Chinese VS traditional Chinese) impact children’s word recognition and visual skills? 2)How do differences in various aspects in educational approaches, including teaching strategies, age of formal education, affect children’s Chinese literacy acquisition across Chinese societies? 3) What is the influence of dialects (e.g.Cantonese) and the second language (i.e.English) acquisition on children’s reading and writing development? In sum, environmental discrepancies should always be taken into account as they impose variant impacts on literacy development.
Key words
Chinese learning, Literacy development, environment discrepancies, scripts, teaching methods
參考文獻Reference
Zhang J., Mcbride-Chang, (2011).C.Diversity in Chinese literacy acquisition [J].Writing System Research, 3, 87-102.