|
pirls |
7 |
|
medium of instruction |
5 |
|
bilingual reading |
4 |
|
chinese reading ability |
4 |
|
comprehension |
4 |
|
family financial capital |
4 |
|
family human capital |
4 |
|
foreign countries |
4 |
|
gender differences |
4 |
|
gender gap |
4 |
|
home language |
4 |
|
hong kong |
4 |
|
language achievement |
4 |
|
literacy |
4 |
|
place of birth |
4 |
|
primary school students |
4 |
|
reading |
4 |
|
reading ability |
4 |
|
reading achievement |
4 |
|
reading attitudes |
4 |
|
reading chinese |
4 |
|
reading esl |
4 |
|
reading instruction |
4 |
|
role model |
4 |
|
social capital |
4 |
|
socioeconomic status |
4 |
|
teacher gender |
4 |
|
teaching of reading |
4 |
|
teaching reading |
4 |
|
asian continental ancestry group - statistics and numerical data |
3 |
|
bujian |
3 |
|
bujian sensitivity hypothesis |
3 |
|
chinese characters |
3 |
|
chinese children at risk for dyslexia |
3 |
|
chinese language |
3 |
|
dyslexia - epidemiology - rehabilitation |
3 |
|
english language |
3 |
|
enhancing orthographic (bujian) knowledge |
3 |
|
grade 4 students |
3 |
|
integrative perceptual approach |
3 |
|
mental lexicon |
3 |
|
orthographic |
3 |
|
pattern recognition, visual |
3 |
|
pedagogy |
3 |
|
phenomenographic theory |
3 |
|
programme |
3 |
|
reading competency |
3 |
|
remedial teaching - methods |
3 |
|
sensitivity |
3 |
|
structural awareness |
3 |
|
training |
3 |
|
writing |
3 |
|
achievement motivation |
2 |
|
analysis of variance |
2 |
|
auditory perception |
2 |
|
chinese as a foreign language |
2 |
|
chinese as foreign language |
2 |
|
chinese characters (漢字) |
2 |
|
chinese reading comprehension impairment |
2 |
|
chinese text comprehension |
2 |
|
classroom |
2 |
|
classroom-based research |
2 |
|
content and language integrated learning (clil) |
2 |
|
dyslexia - psychology |
2 |
|
joint construction |
2 |
|
language |
2 |
|
language context |
2 |
|
life experience |
2 |
|
minority learners |
2 |
|
multilingualism |
2 |
|
multimodality |
2 |
|
non-chinese speaking young children |
2 |
|
non-chinese speaking young students (非華語幼兒) |
2 |
|
note taking |
2 |
|
nursery rhymes |
2 |
|
onset-rime segmentation |
2 |
|
pseudoword reading |
2 |
|
ran |
2 |
|
reading and writing abilities |
2 |
|
reading development |
2 |
|
reading to learn pedagogy |
2 |
|
school-based chinese character curriculum |
2 |
|
second language |
2 |
|
spoken language |
2 |
|
strategy instruction |
2 |
|
teaching experiment (學與教研究) |
2 |
|
teaching materials |
2 |
|
teaching method |
2 |
|
teaching of chinese as a second language |
2 |
|
translanguaging |
2 |
|
translanguaging practices |
2 |
|
university students |
2 |
|
verbal working memory |
2 |
|
word clusters |
2 |
|
(chinese) characters |
1 |
|
21st century skills |
1 |
|
access to books |
1 |
|
adaptation |
1 |
|
adolescence |
1 |
|
alternative qualifications |
1 |
|
career advancement |
1 |
|
chinese as a second language |
1 |
|
chinese as a second language learners |
1 |
|
component knowledge |
1 |
|
decoding |
1 |
|
developmental characteristics |
1 |
|
differentiation |
1 |
|
drama in education |
1 |
|
emotionality |
1 |
|
ethnic minority |
1 |
|
ethnic minority students |
1 |
|
expectancy-value theory |
1 |
|
experiential learning |
1 |
|
formal education |
1 |
|
forms of capital |
1 |
|
group discussion |
1 |
|
ib dp language b |
1 |
|
indirect effect |
1 |
|
l1 |
1 |
|
language learning |
1 |
|
language teachers |
1 |
|
non-chinese speaking secondary school students |
1 |
|
oral interactional strategies |
1 |
|
orthographic knowledge |
1 |
|
perceptual change |
1 |
|
position regularity knowledge |
1 |
|
professional development |
1 |
|
ses |
1 |
|
social mobility |
1 |
|
speaking assessment |
1 |
|
structural knowledge |
1 |
|
student attitudes |
1 |
|
teaching and learning |
1 |
|
test preparation |
1 |
|
testing |
1 |
