The home literacy environment and children’s emergent literacy development: a follow-up study
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-024-10578-9.pdf
Reference62 articles.
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2. Chen, X. A., Zhou, H., Zhao, J. D., & Davey, G. (2010). Home literacy experiences and literacy acquisition among children in Guangzhou, South China. Psychological Reports, 107(2), 354–366. https://doi.org/10.2466/04.11.17.21.28.pr0.107.5.354-366
3. Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244. https://doi.org/10.1037/0012-1649.44.1.233
4. CRT-Chinese version. (1991). Combined Raven’s Test (CRT Chinese version). East China Normal University.
5. de Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389–414. https://doi.org/10.1016/s0022-4405(01)00080-2
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