Xiaoyun Xiao
Biographic Data
| ID | 6458393 |
|---|---|
| NAME | Xiaoyun Xiao |
| GIVEN NAMES | Xiaoyun |
| FAMILY NAME | Xiao |
| SIGNATURE | XIAO X |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-5990-271X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
Syntactic and discourse skills in Chinese adolescent readers with dyslexia
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Syntactic and discourse skills in Chinese adolescent readers with dyslexia
Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to t…
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
Psychology (4 works) · Reading and Literacy Development (4 works) · Computer Science (3 works) · Linguistics (3 works) · Literacy (3 works) · Pedagogy (3 works) · Mathematics education (2 works) · Biological theories of dyslexia (1 works) · Cognition (1 works) · Cognitive and developmental aspects of mathematical skills (1 works)