Association Between Young Chinese Children’s Early Writing Skills and the Chinese Preschool Classroom Writing Environment
Author:
Affiliation:
1. Early Childhood and Elementary Education, Georgia State University
2. Preschool Education, Tianjin Normal University
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/10409289.2024.2360876
Reference106 articles.
1. Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school
2. Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy
3. Berninger, V. W., & Swanson, H. L. (1994). Modifying hayes and flower’s model of skilled writing to explain beginning and developing writing. In S. C. Butterfield & J. Carlson (Eds.), Children’s writing: Toward a process theory of the development of skilled writing (pp. 57–81). JAI Press.
4. Teaching spelling and composition alone and together: Implications for the simple view of writing.
5. To tell a story, to write it: developmental patterns of narrative skills from preschool to first grade
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