Journal Articles
Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension
EdLink- Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension
-
- Zhang, Juan Dept. of Psychology, Chinese University of Hong Kong
- McBride-Chang, Catherine Dept. of Psychology, Chinese University of Hong Kong
- Tong, Xiuli Division of Speech and Hearing Science, University of Hong Kong
- Wong, Anita M. Y. Division of Speech and Hearing Science, University of Hong Kong
- Shu, Hua State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing
- Fong, Cathy Y. C. Dept. of Psychology, Chinese University of Hong Kong
- Reading & Writing, 25(9), 2183-2203, 2012
- Springer Science & Business Media B.V.
- 2012
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
-
- English
- Journal Articles
-
- 09224777
- https://bibliography.lib.eduhk.hk/bibs/6dfe346c
- 2014-01-18
Recent Journal Articles
在香港幼稚園推行STEM （科學、科技、工程及數學）教育的挑戰之初探Journal Articles
Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplaceJournal Articles
Voices without words: Doing critical literate talk in English as a second languageJournal Articles
Using the genre-based approach in teaching chinese written composition to South Asian ethnic minority students in Hong KongJournal Articles
Translanguaging as dynamic activity flows in CLIL classroomsJournal Articles
Does obesity persist from childhood to adolescence? A 4-year prospective cohort study of Chinese students in Hong KongJournal Articles
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Journal Articles
Examining the role of institutional agents and school-based social capital in minority university choice and accessJournal Articles