Bonnie Wing-Yin Chow
Datos Biográficos
| ID | 207948 |
|---|---|
| NOMBRE | Bonnie Wing-Yin Chow |
| NOMBRES | Bonnie Wing-Yin |
| APELLIDO | Chow |
| FIRMA | CHOW B W |
| AFILIACIONES | City University of Hong Kong, Hong Kong |
| VERIFICADO | No |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 55 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 3 |
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
Home Literacy Environment and English as A Second Language Acquisition
This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL per…
Effect of Twinning on Chinese and English Vocabulary Knowledge
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect o…
Differential influences of parental home literacy practices and anxiety in English as a foreign language on Chinese children's English development
This study investigated the differential influences of maternal and paternal factors on Chinese children's English as a foreign language development. It took into account both behavioral (i.e. parental home literacy practices, HLP; and children's vocabulary knowledge) and emotional (i.e. parental and children's foreign language reading anxiety, FLRA) aspects of home literacy environment and children's language outcomes. Forty-eight Chinese first …
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Perception of Native English Reduced Forms in Adverse Environments by Chinese Undergraduate Students
Students' Sense of Belonging at School in 41 Countries
This study examined whether students' sense of belonging at school (SOBAS) differed across attributes of countries, families, schools, teachers, or students. Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries yielded four main findings. First, students in more egalitarian cultures often had higher SOBAS than those in more hierarchical cultures. Second, the teacher-student relationship had the strongest l…
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Immigrant Students’ Emotional and Cognitive Engagement at School
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
Students' Sense of Belonging at School in 41 Countries
This study examined whether students' sense of belonging at school (SOBAS) differed across attributes of countries, families, schools, teachers, or students. Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries yielded four main findings. First, students in more egalitarian cultures often had higher SOBAS than those in more hierarchical cultures. Second, the teacher-student relationship had the strongest l…
Immigrant Students’ Emotional and Cognitive Engagement at School
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Dialogic reading and morphology training in Chinese children
This study investigates the effects of parent–child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DRMT), dialogic reading (DR), typical reading, or control conditio…
Immigrant Students’ Emotional and Cognitive Engagement at School
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Students' Sense of Belonging at School in 41 Countries
This study examined whether students' sense of belonging at school (SOBAS) differed across attributes of countries, families, schools, teachers, or students. Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries yielded four main findings. First, students in more egalitarian cultures often had higher SOBAS than those in more hierarchical cultures. Second, the teacher-student relationship had the strongest l…
Differential influences of parental home literacy practices and anxiety in English as a foreign language on Chinese children's English development
This study investigated the differential influences of maternal and paternal factors on Chinese children's English as a foreign language development. It took into account both behavioral (i.e. parental home literacy practices, HLP; and children's vocabulary knowledge) and emotional (i.e. parental and children's foreign language reading anxiety, FLRA) aspects of home literacy environment and children's language outcomes. Forty-eight Chinese first …
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Perception of Native English Reduced Forms in Adverse Environments by Chinese Undergraduate Students
Effect of Twinning on Chinese and English Vocabulary Knowledge
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect o…
Home Literacy Environment and English as A Second Language Acquisition
This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL per…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
Psychology (10 obras) · Developmental psychology (8 obras) · Linguistics (7 obras) · Reading and Literacy Development (7 obras) · Literacy (6 obras) · Vocabulary (6 obras) · Pedagogy (5 obras) · Mathematics education (4 obras) · Parental Involvement in Education (4 obras) · Reading (process (4 obras)