Yan‐Ling Zhou
Biographic Data
| ID | 5520232 |
|---|---|
| NAME | Yan‐Ling Zhou |
| GIVEN NAMES | Yan‐Ling |
| FAMILY NAME | Zhou |
| SIGNATURE | ZHOU Y L |
| AFFILIATIONS | Department of Early Childhood Education The Education University of Hong Kong Taipo Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 1 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 1 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese‐speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3‐ to 4‐year‐old L2 Chinese‐speaking kindergartners were recruited for the study. These children…
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese‐speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3‐ to 4‐year‐old L2 Chinese‐speaking kindergartners were recruited for the study. These children…
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese‐speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3‐ to 4‐year‐old L2 Chinese‐speaking kindergartners were recruited for the study. These children…
Child Development and Digital Technology (1 works) · Dialogic (1 works) · Hearing Impairment and Communication (1 works) · Linguistics (1 works) · Literacy (1 works) · Mathematics education (1 works) · Pedagogy (1 works) · Phonological awareness (1 works) · Psychology (1 works) · Reading (process (1 works)