Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development
Author:
Affiliation:
1. Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong
2. School of Foreign Languages, Jining University, Qufu, China
3. Department of Educational Psychology, University of Alberta, Edmonton, Canada
Funder
Jining University
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/01443410.2022.2108767
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1. Multiple indicators of children's reading habits and attitudes: Construct validity and cognitive correlates.
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5. Correlates of Korean Hangul Acquisition Among Kindergartners and Second Graders
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