ANTI
发表于 2025-3-23 11:48:50
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Figate
发表于 2025-3-23 14:52:25
Book 2014ies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children’s literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, an
责怪
发表于 2025-3-23 21:47:55
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CUR
发表于 2025-3-23 23:36:50
Visual, Phonological and Orthographic Strategies in Learning to Read Chinesethan 300 children from preschool to grade six. . showed that preschoolers relied on a few distinctive visual features to read their first words. . showed that kindergarteners already developed some understanding of the phonetic strategy and the analogy strategy, although second graders used both str
cravat
发表于 2025-3-24 06:17:42
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紧张过度
发表于 2025-3-24 07:20:07
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Hdl348
发表于 2025-3-24 10:52:45
Exploring the Relationship of Parental Influences, Motivation for Reading and Reading Achievement in reading achievement in relation to parental and home influences. Children completed a small group administered questionnaire that assessed three theoretical dimensions of reading motivation, including perceptions of competence at reading, perceptions of reading difficulty, and attitudes toward read
火车车轮
发表于 2025-3-24 16:51:29
Helping Children with Reading Disability in Chinese: The Response to Intervention Approach with Effe findings and take into consideration some language-specific learning demands. In this chapter, research findings regarding the cognitive profile of Chinese RD are reported and the relevance of the profile for teaching Chinese children with RD is discussed. In particular, a Chinese tiered interventi
大喘气
发表于 2025-3-24 22:09:14
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广告
发表于 2025-3-25 02:09:43
L1-Induced Facilitation in Biliteracy Development in Chinese and Englishpreviously acquired sub-skills assimilated in learning to read in later acquired, or additional, literacy; and how assimilated skills enhance reading sub-skills development in later acquired literacy? By comparing the requisite facets of phonological and morphological awareness for reading acquisiti