Word reading experience enhances fundamental language skill in Chinese kindergarteners across Beijing and Hong Kong
Author:
Funder
general research fund from the research grants council of the hong kong special administrative region, china
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-04048-0.pdf
Reference67 articles.
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2. Chen, M. J., & Yuen, J.C.-K. (1991). Effects of pinyin and script type on verbal processing: Comparisons of China, Taiwan, and Hong Kong Experience. International Journal of Behavioral Development, 14(4), 429–448. https://doi.org/10.1177/016502549101400405
3. Chomsky, C. (1970). Reading, writing, and phonology. Harvard Educational Review, 40(2), 287–309. https://doi.org/10.17763/haer.40.2.y7u0242x76w05624
4. Chow, B.W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergartners learning to read English as a second language. Journal of Educational Psychology, 97(1), 81–87. https://doi.org/10.1037/0022-0663.97.1.81
5. 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
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