Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6-Reference-Cited by-同舟云学术

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Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Published:2020-02-18 Issue:2 Volume:43 Page:201-228
ISSN:0141-0423
Container-title:Journal of Research in Reading
language:en
Short-container-title:Journal of Research in Reading

Author:

Yeung Pui‐sze¹^ORCID,Ho Connie Suk‐han²^ORCID,Chan David Wai‐ock³,Chung Kevin Kien‐hoa⁴^ORCID

Affiliation:

1. Faculty of Education The University of Hong Kong Pok Fu Lam Hong Kong

2. Department of Psychology The University of Hong Kong Pok Fu Lam Hong Kong

3. Faculty of Education The Chinese University of Hong Kong Shatin Hong Kong

4. Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong

Funder

Research Grants Council, General Research Fund

Research Grants Council, Early Career Scheme

Publisher

Wiley

Subject

Psychology (miscellaneous),Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12298

Reference68 articles.

1. Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.

2. Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation

3. Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox

4. Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

5. Development of Language by Hand and Its Connections with Language by Ear, Mouth, and Eye

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