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The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study
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Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
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In: Front Psychol (2021)
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Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers
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Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children
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Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children
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