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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 BASE Show 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 Abstract: This is the author accepted manuscript. The final version is available from OUP via the DOI in this record ; This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage comprehension. Structural Equation Modeling analyses revealed that at both Time 1 and Time 2, morphological awareness had a significant direct effect on reading comprehension over and above vocabulary knowledge, and such an effect became stronger over time. A significant indirect effect of morphological awareness on reading comprehension was also observed at both times. However, how the indirect effect was achieved varied across times. Longitudinally, Time 1 morphological awareness failed to significantly predict Time 2 reading comprehension over and above Time 1 reading comprehension and vocabulary knowledge; however, an indirect effect through the latter two variables was significant. This study indicates an increasingly important role of morphology in ESL reading comprehension, and highlights a need of explicit teaching of morphology to facilitate ESL learners’ reading development. URL: http://hdl.handle.net/10871/31420 https://doi.org/10.1093/applin/amv072 BASE Hide 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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