Dongbo Zhang
Biographic Data
| ID | 3656591 |
|---|---|
| NAME | Dongbo Zhang |
| GIVEN NAMES | Dongbo |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG D |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-4175-2052 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling: A one-year longitudinal study
This one-year longitudinal study examined the impact of metalinguistic awareness on character reading and spelling among young learners of Chinese as a second language (CSL). Assessments of orthographic, morphological, and phonological awareness, character and word reading, spelling, and oral vocabulary were conducted with 204 ethnic minority students at two time points. Longitudinal path analysis controlling for age, nonverbal intelligence, and …
Interplay of Left‐Behind Status and Special Educational Needs and Disabilities (Send) in Social Acceptance and Rejection Dynamics in Rural China
This study explores how left‐behind status and special educational needs and disabilities (SEND) interact to shape peer acceptance and rejection among primary school children in rural China. While prior research has examined these groups separately, little is known about their intersection within peer dynamics. This study drew on sociometric data from 579 students across 17 classes in seven rural schools. It used the Social Inclusion Survey (SIS)…
Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English: A Meta-Analytic Structural Equation Modeling Study
This article reports the first meta-analytic Structural Equation Modeling study that examined the within- and cross-language relations of three metalinguistic awareness skills (orthographic, phonological, and morphological awareness, or OA, PA, and MA) with word reading among school-aged dual language learners (DLLs) of English. Based on 156 primary studies (N = 23,371), we found that (1) OA, PA, and MA each uniquely predicted word reading within…
Soil properties and anthropogenic influences control the distribution of soil organic carbon in grasslands of northern China
Soil organic carbon (SOC) in grasslands not only plays an important role in carbon cycle but also largely affects soil function and thus determines grasslands' productivity. However, the influence mechanism of different factors on SOC storage in grasslands of northern China remains unclear. Based on an extensive field investigation and multiple statistical approaches, we mapped SOC of the grassland in northern China, and explored their correlatio…
Lexical ability in L2 Chinese reading comprehension: Path analysis comparing higher- and lower-proficiency learners
Lexical ability, an umbrella term to cover various knowledge and skills pertaining to words in print, is a key component in reading comprehension. Little is known how different facets of lexical ability jointly contribute to L2 reading comprehension and how the contributions may differ between higher- and lower-proficiency L2 learners. This study, based on 201 adults who had studied Chinese in China, explored direct and indirect effects of distin…
Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study
This article synthesizes the roles of morphology in English reading acquisition and reports a Meta-Analytic Structural Equation Modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers’ language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary,…
Morphological Awareness and DHH Students’ Reading-Related Abilities: A Meta-Analysis of Correlations
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of …
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers
Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framewo…
Word-to-text integration components in second language (L2) reading comprehension
Recognition of individual words serves as an initial basis for comprehension of a written text; yet there are complex word-to-text (WTT) integration processes underlying the comprehension. This study focused on two components of WTT integration, that is, syntactic parsing and semantic association, and assessed how syntactic and semantic network knowledge differentially predicted two types of text comprehension (literal vs. inferential) in second …
Multisensory Interactive Digital Text for English Phonics Instruction with Bilingual Beginning Readers
We investigated a technology-based tool for teaching English letter-sound correspondences with bilingual children learning phonologically and typologically distant languages: English and Chinese. We expect that learning about print at the phoneme level may be particularly challenging, given children’s experience with the morphosyllabic language of Chinese. This randomized-controlled study with 90 kindergarteners examined the effects of an iPad-ba…
The Lexical Basis of Second Language Reading Comprehension: From (Sub)Lexical Knowledge to Processing Efficiency
This study compared how distinct lexical competences, including lexical knowledge as well as processing skills at both word/lexical and sublexical/morphological levels, collectively and relatively predict reading comprehension in adult learners of English as a foreign language (EFL). The participants were 220 Arabic-speaking EFL learners in a Saudi university. A battery of paper- and computer-based tests was administered to measure the participan…
Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients
This study examined the crosslinguistic sharing of morphological awareness (MA) in biliteracy development. The analysis included 34 correlational studies with 41 independent samples ( N = 4,104). Correlational coefficients were meta‐analyzed, yielding four main findings: (a) the correlation between first language (L1) and second language (L2) MA was small ( r = .30); (b) the interlingual correlations between L1 MA and L2 word decoding and between…
Guchang Zhixie Wan protects mice against dextran sulfate sodium-induced colitis through modulating the gut microbiota in colon
The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English
The authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth‐grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language ( EL ) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the do…
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
BackgroundIn spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear.AimsThis study examined L2 vocabulary learning, focusing on the joint influence of dif…
Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage comprehension. Structural Equation Modeling analyses revealed that at both Time 1 and Time 2, morphological a…
Morphology in Malay–English biliteracy acquisition: An intervention study
This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay–English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in English derivation; the control group was taught with their regular English curriculum. Both groups were…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers
This study examined contribution of morphological awareness to reading comprehension in two typologically diverse languages, focusing on young Chinese EFL (English as a Foreign Language) readers in China. It was particularly interested in how cross-linguistic similarities and variations in morphological awareness affected its transfer in Chinese–English biliteracy acquisition. Grades 5 and 6 children were measured in compound awareness and readin…
Awareness of derivation and compounding in Chinese–English biliteracy acquisition
This study examines the intra- and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within both Chinese and English, compound and derivational awareness independently and significantly predi…
Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners
Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language
This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese–English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children, while learners preferred to use English or a mixture of English and HL to talk to their parents. Learner…
Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners
Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language
This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese–English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children, while learners preferred to use English or a mixture of English and HL to talk to their parents. Learner…
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
BackgroundIn spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear.AimsThis study examined L2 vocabulary learning, focusing on the joint influence of dif…
The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English
The authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth‐grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language ( EL ) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the do…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers
Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framewo…
Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language
This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese–English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children, while learners preferred to use English or a mixture of English and HL to talk to their parents. Learner…
Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners
Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers
This study examined contribution of morphological awareness to reading comprehension in two typologically diverse languages, focusing on young Chinese EFL (English as a Foreign Language) readers in China. It was particularly interested in how cross-linguistic similarities and variations in morphological awareness affected its transfer in Chinese–English biliteracy acquisition. Grades 5 and 6 children were measured in compound awareness and readin…
Awareness of derivation and compounding in Chinese–English biliteracy acquisition
This study examines the intra- and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within both Chinese and English, compound and derivational awareness independently and significantly predi…
Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage comprehension. Structural Equation Modeling analyses revealed that at both Time 1 and Time 2, morphological a…
Morphology in Malay–English biliteracy acquisition: An intervention study
This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay–English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in English derivation; the control group was taught with their regular English curriculum. Both groups were…
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Using a Chinese Word Associates Test (WAT‐C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners’ reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs. syntagmatic) on learners’ WAT‐C performance. More important, vocabulary depth was found to be a signifi…
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
BackgroundIn spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear.AimsThis study examined L2 vocabulary learning, focusing on the joint influence of dif…
Guchang Zhixie Wan protects mice against dextran sulfate sodium-induced colitis through modulating the gut microbiota in colon
The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English
The authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth‐grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language ( EL ) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the do…
Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients
This study examined the crosslinguistic sharing of morphological awareness (MA) in biliteracy development. The analysis included 34 correlational studies with 41 independent samples ( N = 4,104). Correlational coefficients were meta‐analyzed, yielding four main findings: (a) the correlation between first language (L1) and second language (L2) MA was small ( r = .30); (b) the interlingual correlations between L1 MA and L2 word decoding and between…
Word-to-text integration components in second language (L2) reading comprehension
Recognition of individual words serves as an initial basis for comprehension of a written text; yet there are complex word-to-text (WTT) integration processes underlying the comprehension. This study focused on two components of WTT integration, that is, syntactic parsing and semantic association, and assessed how syntactic and semantic network knowledge differentially predicted two types of text comprehension (literal vs. inferential) in second …
Multisensory Interactive Digital Text for English Phonics Instruction with Bilingual Beginning Readers
We investigated a technology-based tool for teaching English letter-sound correspondences with bilingual children learning phonologically and typologically distant languages: English and Chinese. We expect that learning about print at the phoneme level may be particularly challenging, given children’s experience with the morphosyllabic language of Chinese. This randomized-controlled study with 90 kindergarteners examined the effects of an iPad-ba…
The Lexical Basis of Second Language Reading Comprehension: From (Sub)Lexical Knowledge to Processing Efficiency
This study compared how distinct lexical competences, including lexical knowledge as well as processing skills at both word/lexical and sublexical/morphological levels, collectively and relatively predict reading comprehension in adult learners of English as a foreign language (EFL). The participants were 220 Arabic-speaking EFL learners in a Saudi university. A battery of paper- and computer-based tests was administered to measure the participan…
Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study
This article synthesizes the roles of morphology in English reading acquisition and reports a Meta-Analytic Structural Equation Modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers’ language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary,…
Morphological Awareness and DHH Students’ Reading-Related Abilities: A Meta-Analysis of Correlations
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of …
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers
Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative contributions of vocabulary knowledge. Based on the Lexical Quality Hypothesis and the Reading Systems Framewo…
Soil properties and anthropogenic influences control the distribution of soil organic carbon in grasslands of northern China
Soil organic carbon (SOC) in grasslands not only plays an important role in carbon cycle but also largely affects soil function and thus determines grasslands' productivity. However, the influence mechanism of different factors on SOC storage in grasslands of northern China remains unclear. Based on an extensive field investigation and multiple statistical approaches, we mapped SOC of the grassland in northern China, and explored their correlatio…
Lexical ability in L2 Chinese reading comprehension: Path analysis comparing higher- and lower-proficiency learners
Lexical ability, an umbrella term to cover various knowledge and skills pertaining to words in print, is a key component in reading comprehension. Little is known how different facets of lexical ability jointly contribute to L2 reading comprehension and how the contributions may differ between higher- and lower-proficiency L2 learners. This study, based on 201 adults who had studied Chinese in China, explored direct and indirect effects of distin…
Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English: A Meta-Analytic Structural Equation Modeling Study
This article reports the first meta-analytic Structural Equation Modeling study that examined the within- and cross-language relations of three metalinguistic awareness skills (orthographic, phonological, and morphological awareness, or OA, PA, and MA) with word reading among school-aged dual language learners (DLLs) of English. Based on 156 primary studies (N = 23,371), we found that (1) OA, PA, and MA each uniquely predicted word reading within…
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling: A one-year longitudinal study
This one-year longitudinal study examined the impact of metalinguistic awareness on character reading and spelling among young learners of Chinese as a second language (CSL). Assessments of orthographic, morphological, and phonological awareness, character and word reading, spelling, and oral vocabulary were conducted with 204 ethnic minority students at two time points. Longitudinal path analysis controlling for age, nonverbal intelligence, and …
Interplay of Left‐Behind Status and Special Educational Needs and Disabilities (Send) in Social Acceptance and Rejection Dynamics in Rural China
This study explores how left‐behind status and special educational needs and disabilities (SEND) interact to shape peer acceptance and rejection among primary school children in rural China. While prior research has examined these groups separately, little is known about their intersection within peer dynamics. This study drew on sociometric data from 579 students across 17 classes in seven rural schools. It used the Social Inclusion Survey (SIS)…
Reading and Literacy Development (16 works) · Linguistics (15 works) · Psychology (14 works) · Computer Science (12 works) · Mathematics education (11 works) · Reading comprehension (10 works) · Second Language Acquisition and Learning (10 works) · Vocabulary (10 works) · Comprehension (9 works) · Cognitive psychology (5 works)