ABSTRACT
A note from Ken Goodman: This chapter begins with Lian-Ju Lee’s studies which show that in the print-rich environment of Taiwan’s kindergartens, young children respond to print in much the same way as English- and Spanish-speaking children do. The fact that print is character based rather than alphabetic seems to be incidental. She then looks at primary classrooms, and documents the process of natural development continuing as children develop reading and writing as ways of participating in the culture and community of their classroom, in the context of the culture of the broader Chinese society.
