Teaching Chinese literacy in the early years: Psychology, pedagogy and practice is a timely contribution to the internationally growing field of learning and teaching Chinese. How Chinese literacy is learned and taught is of great interest and importance to many, including scientists, students, teachers, teacher educators, and policymakers. There are very few academic publications in the English language that are devoted to understanding the psychology, pedagogy, and practice of Chinese literacy acquisition. Li's book has filled a large gap for the dissemination of contemporary research advancements and practical innovations in this field. This book is the most systematic and critical review of the psycholinguistic features of Chinese language that I have ever read and demonstrates the author's solid background in this field. In short, this book is an excellent resource for Chinese teachers, teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2. -- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4.