Modeling the relationships among home literacy environment, reading interest, self-regulation, and reading ability of children with intellectual disabilities in China-Reference-Cited by-同舟云学术

Modeling the relationships among home literacy environment, reading interest, self-regulation, and reading ability of children with intellectual disabilities in China

Published:2023-07-06 Issue: Volume: Page:1-10
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Wang Qianqian¹^ORCID,Ma Minjie¹^ORCID,Shi Yang¹,Li Miao²,Wang Tingzhao¹^ORCID

Affiliation:

1. Department of Special Education, School of Education, Shaanxi Normal University, Xi’an, Shaanxi, China

2. Department of Curriculum & Instruction, College of Education, University of Houston, Houston, TX, USA

Funder

Xi’an Qizhi school in Shaanxi province

Shunde District Qizhi school of Foshan in Guangdong province

Chancheng District Qizhi school of Foshan in Guangdong province

National Social Science Fund of China

Humanities and Social Sciences Fund of the Ministry of Education of China

Fundamental Research Funds for the Central Universities

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2023.2230411

Reference40 articles.

1. Home Literacy Environments of Young Children With Down Syndrome

2. Relationships Between Home Literacy Practices and School Achievement: Implications for Consultation and Home–School Collaboration

3. Longitudinal Pathways to Reading Achievement at Age 7 Years: Child and Environmental Influences

4. A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability

5. Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties

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