Titlebook: Chinese Children’s Reading Acquisition; Theoretical and Peda Li Wenling,Janet S. Gaffney,Jerome L. Packard Book 2002 Kluwer Academic Publis

吼叫

https://doi.org/10.1007/978-981-19-4101-6our parameters of home-literacy environment (literacy resources in the home, parent-child literacy-related activities, children’s literacy-related activities, and parents’ education) was collected by questionnaire. A regression model showed that home-literacy environment contributes significantly to

Efflorescent

出來(lái)

https://doi.org/10.1007/978-1-4615-0859-5Alphabet; Chinese; Sprachentwicklungsst?rungen; cognitive psychology; learning; psycholinguistics; psychol

MOTIF

開(kāi)花期女

向下五度才偏

Children’s Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthorrespond to predictions based on differences in the orthographies children are learning. Thus, orthographic structure appears to be a major source of the conscious understanding of language that children develop in the course of learning to read and write their native language

eardrum

Facets of Metalinguistic Awareness that Contribute to Chinese Literacy reading, pinyin reading, and story reading. Altogether data was collected from 400 first-grade and 400 fourth grade students in ten average-level primary schools. Structural equation models and communality and uniqueness analysis confirmed that morphological awareness and phonological awareness are

upstart

Shared-Book Reading in Chinas within the same context as the original story, a novel context, and in isolation. In a follow-up experiment across four classes, substantial vocabulary learning of first graders at two weeks was retained at eight weeks. The positive results and enthusiastic response of children and teachers are en

Expertise

不朽中國(guó)