Bonnie Wing‐yin Chow
Biographic Data
| ID | 4619857 |
|---|---|
| NAME | Bonnie Wing‐yin Chow |
| GIVEN NAMES | Bonnie Wing‐yin |
| FAMILY NAME | Chow |
| SIGNATURE | CHOW B W Y |
| AFFILIATIONS | City University of Hong Kong |
| ORCID | 0000-0002-3995-7358 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
This study examined the efficacy of artificial intelligence (AI) chatbot-led shared book reading (SBR) on language development in Chinese kindergarteners with attention deficit hyperactivity disorder (ADHD). A total of 153 children with ADHD were randomly assigned to four groups: SBR with AI chatbot (SBR-AI), SBR with parents (SBR-parents), AI chatbot reading control (AI-control), and parents reading control (control-parents). After a 12-week int…
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading‐related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing during reading activities, benefiting language learning outcomes, fostering reading interest, and re…
Interactive parent–child reading in a dialect
Background Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects. Meth…
Effects of dialogic reading elements on children's language development
Background Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and the…
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…
What does genetic research tell us about the origins of language and literacy development? A reflection on Verhoef et al. (2020)
Quantitative genetic research has set the stage for the exploration of genetic influences and the underlying mechanisms that undergird language and literacy development. Following this line of enquiry, Verhoef et al. (2020) address a critical issue related to genetic processes by comparing whether the genetic mechanism known as innovation or amplification plays a more pivotal role in literacy development during the period of early childhood to ea…
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
Classroom Discipline Across Forty-One Countries
This study examined classroom discipline and its determinants through multilevel analyses of 107,975 students in 7,259 schools from 41 countries. In schools with proportionately more girls, better school discipline, higher achieving students, more teacher support, or better teacher-student relations, students reported better classroom discipline. Countries' economies and cultural values were linked to reported classroom discipline. In countries t…
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…
The role of morphological awareness in children's vocabulary acquisition in English
Tasks of speeded naming, phonological awareness, word identification, nonsense word repetition, and vocabulary, along with two measures of morphological awareness (morphological structure awareness and morpheme identification), were administered to 115 kindergartners and 105 second graders. In the combined sample, 48% of the variance in vocabulary knowledge was predicted by the phonological processing and reading variables. Morphological structur…
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…
Classroom Discipline Across Forty-One Countries
This study examined classroom discipline and its determinants through multilevel analyses of 107,975 students in 7,259 schools from 41 countries. In schools with proportionately more girls, better school discipline, higher achieving students, more teacher support, or better teacher-student relations, students reported better classroom discipline. Countries' economies and cultural values were linked to reported classroom discipline. In countries t…
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…
The role of morphological awareness in children's vocabulary acquisition in English
Tasks of speeded naming, phonological awareness, word identification, nonsense word repetition, and vocabulary, along with two measures of morphological awareness (morphological structure awareness and morpheme identification), were administered to 115 kindergartners and 105 second graders. In the combined sample, 48% of the variance in vocabulary knowledge was predicted by the phonological processing and reading variables. Morphological structur…
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…
Classroom Discipline Across Forty-One Countries
This study examined classroom discipline and its determinants through multilevel analyses of 107,975 students in 7,259 schools from 41 countries. In schools with proportionately more girls, better school discipline, higher achieving students, more teacher support, or better teacher-student relations, students reported better classroom discipline. Countries' economies and cultural values were linked to reported classroom discipline. In countries t…
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…
What does genetic research tell us about the origins of language and literacy development? A reflection on Verhoef et al. (2020)
Quantitative genetic research has set the stage for the exploration of genetic influences and the underlying mechanisms that undergird language and literacy development. Following this line of enquiry, Verhoef et al. (2020) address a critical issue related to genetic processes by comparing whether the genetic mechanism known as innovation or amplification plays a more pivotal role in literacy development during the period of early childhood to ea…
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…
Effects of dialogic reading elements on children's language development
Background Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and the…
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading‐related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing during reading activities, benefiting language learning outcomes, fostering reading interest, and re…
Interactive parent–child reading in a dialect
Background Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects. Meth…
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
This study examined the efficacy of artificial intelligence (AI) chatbot-led shared book reading (SBR) on language development in Chinese kindergarteners with attention deficit hyperactivity disorder (ADHD). A total of 153 children with ADHD were randomly assigned to four groups: SBR with AI chatbot (SBR-AI), SBR with parents (SBR-parents), AI chatbot reading control (AI-control), and parents reading control (control-parents). After a 12-week int…
Psychology (14 works) · Reading and Literacy Development (12 works) · Literacy (11 works) · Developmental psychology (10 works) · Linguistics (10 works) · Pedagogy (8 works) · Vocabulary (8 works) · Language development (6 works) · Mathematics education (6 works) · Parental Involvement in Education (6 works)