Kaiyue Jia
Biographic Data
| ID | 4634978 |
|---|---|
| NAME | Kaiyue Jia |
| GIVEN NAMES | Kaiyue |
| FAMILY NAME | Jia |
| SIGNATURE | JIA K |
| AFFILIATIONS | Department of Early Childhood Education The Education University of Hong Kong Hong Kong |
| ORCID | 0009-0008-1806-3815 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children
Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this g…
The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children
Background To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary. Methods We used a cross‐sectio…
No prominent works on this page.
The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children
Background To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary. Methods We used a cross‐sectio…
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children
Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this g…
Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive psychology (2 works) · Comprehension (2 works) · Developmental psychology (2 works) · Educational Strategies and Epistemologies (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading (process) (2 works) · Reading and Literacy Development (2 works) · Reading comprehension (2 works)