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Academic Journal

Supporting Emergent Literacy for English Language Learners with Computer-Assisted Instruction

Subjects: Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Emergent Literacy, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, English Language Learners, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Achievement Gains, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Reading Achievement, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Standardized Tests, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Reading Tests, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Computer Assisted Instruction, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Elementary School Students, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Grade 1, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Vocabulary Development, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Experimental Groups, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Control Groups, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Achievement Gap, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, English (Second Language), Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Comparative Analysis, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Phonics, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Phonological Awareness, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Reading Comprehension, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Language Proficiency, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Teaching Methods, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Reading Instruction, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Second Language Instruction, Emergent Literacy, English Language Learners, Achievement Gains, Reading Achievement, Standardized Tests, Reading Tests, Computer Assisted Instruction, Elementary School Students, Grade 1, Vocabulary Development, Experimental Groups, Control Groups, Achievement Gap, English (Second Language), Comparative Analysis, Phonics, Phonological Awareness, Reading Comprehension, Language Proficiency, Teaching Methods, Reading Instruction, Second Language Instruction, Kindergarten

  • Source: Journal of Research in Reading, v41 n2 p350-369 May 2018. 20 pp.

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Academic Journal

Indian Students Learning to Read English: An Analysis Using the Simple View of Reading

Subjects: Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Indians, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Reading Processes, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, English (Second Language), Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Second Language Learning, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Second Language Instruction, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Foreign Countries, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Reading Tests, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Language Tests, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Reading Comprehension, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Path Analysis, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Grade 5, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Reading Fluency, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Prediction, Indians, Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Reading Tests, Language Tests, Reading Comprehension, Path Analysis, Grade 5, Reading Fluency, Prediction, Decoding (Reading)India

  • Source: Journal of Research in Reading, v41 n2 p312-328 May 2018. 17 pp.

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Academic Journal

The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children

Subjects: Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Correlation, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Grade 1, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), French, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Spelling, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Reading Processes, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Vocabulary Development, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Transfer of Training, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Bilingualism, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Second Language Learning, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Immersion Programs, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Language Tests, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Measures (Individuals), Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Nonverbal Ability, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), Phonological Awareness, Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), English (Second Language), Correlation, Grade 1, French, Spelling, Reading Processes, Vocabulary Development, Transfer of Training, Bilingualism, Second Language Learning, Immersion Programs, Language Tests, Measures (Individuals), Nonverbal Ability, Phonological Awareness, English (Second Language), English

  • Source: Journal of Research in Reading, v41 n2 p290-311 May 2018. 22 pp.

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Academic Journal

Creative Literacy Activities Promote Positive Reading Attitude in Children Learning English as a Foreign Language

Subjects: Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Reading Attitudes, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, English (Second Language), Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Second Language Learning, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Second Language Instruction, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Literacy Education, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Grade 2, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Elementary School Students, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Control Groups, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Experimental Groups, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Vocabulary Development, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Class Activities, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Creative Teaching, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Teaching Methods, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Longitudinal Studies, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Correlation, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Foreign Countries, Reading Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Literacy Education, Grade 2, Elementary School Students, Control Groups, Experimental Groups, Vocabulary Development, Class Activities, Creative Teaching, Teaching Methods, Longitudinal Studies, Correlation, Foreign Countries, Receptive LanguageChina

  • Source: Journal of Research in Reading, v41 n2 p278-289 May 2018. 12 pp.

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Academic Journal

Calling Iranian Learners of L2 English: Effect of Gloss Type on Lexical Retention and Reading Performance under Different Learning Conditions

Subjects: English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, English (Second Language), English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Second Language Learning, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Reading Comprehension, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Pictorial Stimuli, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Audio Equipment, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Reading Materials, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Vocabulary Development, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Teaching Methods, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, College Students, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Language Proficiency, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Recall (Psychology), English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Language Tests, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Scores, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Statistical Analysis, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Second Language Instruction, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Reading Tests, English (Second Language), Second Language Learning, Reading Comprehension, Pictorial Stimuli, Audio Equipment, Reading Materials, Vocabulary Development, Teaching Methods, College Students, Language Proficiency, Recall (Psychology), Language Tests, Scores, Statistical Analysis, Second Language Instruction, Reading Tests, Foreign CountriesIran

  • Source: Journal of Research in Reading, v40 suppl pS66-S86 Dec 2017. 21 pp.

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Academic Journal

Effects of Working Memory Capacity in Processing Wh-Extractions: Eye-Movement Evidence from Chinese-English Bilinguals

Subjects: Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Short Term Memory, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Bilingualism, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Eye Movements, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Chinese, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Second Language Learning, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Grammar, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Accuracy, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Reading Processes, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Syntax, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Language Proficiency, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Reading Comprehension, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Theories, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Task Analysis, Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), English (Second Language), Short Term Memory, Bilingualism, Eye Movements, Chinese, Second Language Learning, Grammar, Accuracy, Reading Processes, Syntax, Language Proficiency, Reading Comprehension, Theories, Task Analysis, English (Second Language), Reading Research

  • Source: Journal of Research in Reading, v40 n4 p420-438 Nov 2017. 19 pp.

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Academic Journal

Double Dissociations in Reading Comprehension Difficulties among Chinese-English Bilinguals and Their Association with Tone Awareness

Subjects: Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Reading Comprehension, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Chinese, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), English (Second Language), Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Bilingual Students, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Bilingual Education, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Reading Difficulties, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Metalinguistics, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Phonological Awareness, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Vocabulary Development, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Matched Groups, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Reading Ability, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Multivariate Analysis, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Lexicology, Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Association (Psychology), Reading Comprehension, Chinese, English (Second Language), Bilingual Students, Bilingual Education, Reading Difficulties, Metalinguistics, Phonological Awareness, Vocabulary Development, Matched Groups, Reading Ability, Multivariate Analysis, Lexicology, Association (Psychology), Foreign CountriesChina

  • Source: Journal of Research in Reading, v40 n2 p184-198 May 2017. 15 pp.

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Academic Journal

Metacognitive Online Reading Strategy Use: Readers' Perceptions in L1 and L2

Subjects: Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Foreign Countries, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, College Students, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Metacognition, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Electronic Learning, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Reading Strategies, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Second Language Learning, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, English (Second Language), Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Indo European Languages, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Web Based Instruction, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Student Attitudes, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Student Surveys, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Data Analysis, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Comparative Education, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Correlation, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Scores, Foreign Countries, College Students, Metacognition, Electronic Learning, Reading Strategies, Second Language Learning, English (Second Language), Indo European Languages, Web Based Instruction, Student Attitudes, Student Surveys, Data Analysis, Comparative Education, Correlation, Scores, Statistical SignificanceCanada, Canada, Canada, Iran

  • Source: Journal of Research in Reading, v39 n4 p409-427 Nov 2016. 19 pp.

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Academic Journal

Effects of Varying Text Difficulty Levels on Second Language (L2) Reading Attitudes and Reading Comprehension

Subjects: Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Difficulty Level, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Reading Materials, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Second Language Learning, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Reading Attitudes, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Student Attitudes, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Reading Comprehension, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), College Freshmen, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Foreign Countries, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Surveys, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Tests, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Pretests Posttests, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Attitude Change, Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), English (Second Language), Difficulty Level, Reading Materials, Second Language Learning, Reading Attitudes, Student Attitudes, Reading Comprehension, College Freshmen, Foreign Countries, Surveys, Tests, Pretests Posttests, Attitude Change, English (Second Language), Statistical AnalysisTaiwan

  • Source: Journal of Research in Reading, v39 n4 p448-468 Nov 2016. 21 pp.

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Academic Journal

The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners

Subjects: Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Chinese, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, English (Second Language), Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Second Language Learning, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Second Language Instruction, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Language Processing, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Control Groups, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Phonological Awareness, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Intervention, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Educational Policy, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Correlation, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Cognitive Ability, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Short Term Memory, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Vocabulary Development, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Role, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Kindergarten, Chinese, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Control Groups, Phonological Awareness, Intervention, Educational Policy, Correlation, Cognitive Ability, Short Term Memory, Vocabulary Development, Role, Kindergarten, Foreign CountriesHong Kong

  • Source: Journal of Research in Reading, v39 n3 p268-291 Aug 2016. 24 pp.

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