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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 33 1 Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021 BASE Show details 2 The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency Alshehri, M G; Zhang, D. - : Wiley / Language Learning Research Club, University of Michigan, 2021 BASE Show details 3 Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation Yang, X; Teng, Y; Gu, Z. - : Van Yuzuncu Yil University, Turkey, 2020 BASE Show details 4 Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020 Abstract: This is the final version. Available on open access from the Department of English Studies, Adam Mickiewicz University, Kalisz, Poland via the DOI in this record ; This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and grade 12 from four countries (China, Egypt, Singapore, and the United States). Findings suggested that (1) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; (2) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design. Keyword: causal effect; literacy; morphology; scoping review; second language reading URL: https://doi.org/10.14746/ssllt.2021.11.3.2 http://hdl.handle.net/10871/124247 BASE Hide details 5 Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020 BASE Show details 6 The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019 BASE Show details 7 K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment Gu, Z; Teng, Y; Yang, X. - : Routledge, 2019 BASE Show details 8 Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome Bolte, Sven; Zhang, D.; Schuller, B.. - : Pergamon Press, 2018 BASE Show details 9 Self-regulated learning of vocabulary in English as a Foreign Language Choi, Y; Zhang, D; Lin, C-H. - : English Language Education Publishing, 2018 BASE Show details 10 Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context Pang, E; Zhang, D; Koda, K. - : Wiley for United Kingdom Literacy Association, 2018 BASE Show details 11 The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature Zhang, D; Choi, Y. - : De Gruyter, 2018 BASE Show details 12 Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language Leong, CK; Shun, MSK; Tai, CP. - : Springer Verlag, 2018 BASE Show details 13 Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis Liu, H; Lin, C-H; Zhang, D. - : SAGE Publications, 2017 BASE Show details 14 Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context Zhang, D. - : Elsevier, 2017 BASE Show details 15 Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China Liu, H; Lin, CH; Zhang, D. - : Taylor & Francis (Routledge), 2017 BASE Show details 16 Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? Zhang, D; Lin, C-H; Zhang, Y. - : Taylor & Francis (Routledge), 2017 BASE Show details 17 Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation Zhang, D; Chin, C; Li, L. - : Cambridge University Press (CUP), 2017 BASE Show details 18 Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study Zhang, Y; Lin, C-H; Zhang, D. - : Wiley, 2016 BASE Show details 19 Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study Zhang, D. - : Oxford University Press (OUP), 2016 BASE Show details 20 Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016 BASE Show details Page: 1 2

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