ABSTRACT
In this chapter I interpret the language stories (Harste, Woodward, & Burke, 1984) of two native Chinese children in Taiwan, Tang-Tang and Tien-Tien, to explore how they develop in their understanding of written language. I also compare these findings to the research about emergent literacy in English-speaking children. My purpose is to provide knowledge about emergent literacy in Chinese by sharing two children’s journeys in constructing their literacy.
