The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study

著录项

• 来源
  《Reading and Writing》 |2012年第8期|p.1847-1872|共26页
• 作者

  Katie Lam; Xi Chen; Esther Geva; Yang C. Luo; Hong Li;

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• 作者单位

  Human Development and Applied Psychology, Ontario Institute of Studies in Education, University of Toronto, 252 Bloor Street West, 9th Floor, Toronto, ON, M5S 1V6, Canada;

  Human Development and Applied Psychology, Ontario Institute of Studies in Education, University of Toronto, 252 Bloor Street West, 9th Floor, Toronto, ON, M5S 1V6, Canada;

  Human Development and Applied Psychology, Ontario Institute of Studies in Education, University of Toronto, 252 Bloor Street West, 9th Floor, Toronto, ON, M5S 1V6, Canada;

  Human Development and Applied Psychology, Ontario Institute of Studies in Education, University of Toronto, 252 Bloor Street West, 9th Floor, Toronto, ON, M5S 1V6, Canada;

  School of Psychology, Beijing Normal University, No. 19, Xin Jie Kou Wai St., Haidian, 100875, Beijing, China;

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• 收录信息
• 原文格式 PDF
• 正文语种 eng
• 中图分类
• 关键词

  Morphological awareness; Vocabulary; Reading comprehension; Chinese-speaking ELLs;

  机译：形态意识;词汇;阅读理解;汉语ELLs;