Hao-Yuan Zheng
Biographic Data
| ID | 5760600 |
|---|---|
| NAME | Hao-Yuan Zheng |
| GIVEN NAMES | Hao-Yuan |
| FAMILY NAME | Zheng |
| SIGNATURE | ZHENG H |
| AFFILIATIONS | Guangzhou Huashang College, Guangzhou, China |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Impacts of cognitive flexibility on central word identification: Evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
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…
The effect of Chinese pop background music on Chinese poetry reading comprehension
Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hypera…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
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…
The effect of Chinese pop background music on Chinese poetry reading comprehension
Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hypera…
Impacts of cognitive flexibility on central word identification: Evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
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…
Linguistics (3 works) · Psychology (3 works) · Reading comprehension (3 works) · Vocabulary (3 works) · Active listening (2 works) · Attention Deficit Hyperactivity Disorder (2 works) · Cognitive psychology (2 works) · Comprehension (2 works) · Developmental psychology (2 works) · Reading and Literacy Development (2 works)