Teacher-Assessed Linguistic and Social Abilities in Chinese Children’s Reading Acquisition: A Longitudinal Study-Reference-Cited by-同舟云学术

Teacher-Assessed Linguistic and Social Abilities in Chinese Children’s Reading Acquisition: A Longitudinal Study

Published:2023-11-28 Issue: Volume: Page:1-11
ISSN:0022-1325
Container-title:The Journal of Genetic Psychology
language:en
Short-container-title:The Journal of Genetic Psychology

Author:

Zhang Haomin¹^ORCID,Jiang Yue¹,Xu Zhaohan²,Yin Song³

Affiliation:

1. The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, China

2. Faculty of Education and Society, University College London, London, UK

3. The Multilingual Research Center, School of Foreign Languages, East China Normal University, Shanghai, China

Funder

National Social Science Research

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Clinical Psychology,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221325.2023.2284924

Reference35 articles.

1. Investigating the predictive roles of working memory and IQ in academic attainment

2. An assessment of students’ performance in communication skills: A case study of the University of Education Winneba;Asemanyi A. A.;Journal of Education and Practice,,2015

3. Primary School Teachers' Judgements of Reading Achievement

4. Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods.

5. The Impact of Early Behavior Disturbances on Academic Achievement in High School

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Understanding tourist restoration: an integrated framework from the perspective of environmental change;Asia Pacific Journal of Tourism Research;2024-02