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Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
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Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
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The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
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Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Abstract:
This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record ; This study examined the cross-linguistic sharing of morphological awareness (MA) in biliteracy development. The analysis included 34 correlational studies with 40 independent samples (N = 4,056). Correlational coefficients were meta-analyzed, yielding four main findings: (1) the correlation between first language (L1) and second language (L2) MA was small (r = 0.30). (2) The interlingual correlations between L1 MA and L2 word decoding and between L1 MA and L2 reading comprehension were both small (respective r = 0.35, 0.39). (3) The intralingual correlations between L2 MA and L2 word decoding and between L2 MA and L2 reading comprehension were both moderate (r = 0.45, 0.52). (4) MA measurement type and age were significant moderators. Our review suggested that there is a need for future research to align the definition and measurement of MA as a multifaceted construct, and pay equal attention to its contributions to both word decoding and reading comprehension.
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Keyword:
biliteracy/second language reading; cross-linguistic sharing; meta-analysis; morphological awareness
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URL: https://doi.org/10.1111/lang.12429 http://hdl.handle.net/10871/120867
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The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English
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Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019
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K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
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Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome
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Self-regulated learning of vocabulary in English as a Foreign Language
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
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Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis
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Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
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Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
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Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?
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Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation
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Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
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Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
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Zhang, D. - : Oxford University Press (OUP), 2016
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Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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