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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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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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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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Abstract:
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record. ; This longitudinal study examined metalinguistic awareness in bilingual word reading development among Malay–English bilingual children in Singapore. Participants were assessed with the same tasks twice with a 1-year interval from Grade 3 to Grade 4 in phonological and morphological awareness and derived word decoding in both English and Malay. Structural equation modeling analyses revealed that both types of metalinguistic awareness significantly predicted derived word reading in both languages. Subsequent cross-lagged panel modeling found construct-level transfer facilitation effect from Malay on English for phonological awareness but conversely from English on Malay for morphological awareness. Neither type of metalinguistic awareness exerted a transfer facilitation effect on word reading. These findings shed light on the developmental mechanism of cross-linguistic transfer in biliteracy acquisition. ; The research reported in this article was supported by Grant OER24/10ZDB from the Office of Education Research at National Institute of Education, Nanyang Technological University. Any views and opinions expressed in this article are ours and do not necessarily represent those of the funding agency.
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URL: http://hdl.handle.net/10871/28124 https://doi.org/10.1017/S0142716416000278
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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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