Acquisition of orthographic knowledge
Developmental difference among learners with Chinese as a second language (CSL)
Bibliographic Data
| ID | 11987771 |
|---|---|
| Authors | Elizabeth Ka Yee Loh (0000-0002-4299-9698, University of Hong Kong, corresponding author), Liu Xian (0000-0002-4470-8436), Xian Liao (Education University of Hong Kong), Shing On Leung (0000-0002-0962-339X, University of Macau) |
| Year | 2018 |
| Volume | 74 |
| Pages | 206-216 |
| Publication date | 2018-04-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2018.03.018 |
| OpenAlex | W2798199713 |
| Language | EN |
| Citations received | 21 |
| References cited | 41 |
Eleventh · Linguistics · Mathematics education · Orthographic projection · Computer Science · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Writing and Handwriting Education · Artificial Intelligence
Co-constructing orthographic mediated space through Sinographic visualization in Hong Kong Chinese-as-an-additional-language classroom interactions
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling
A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong
Motivation profiles of Chinese language teachers of non-Chinese speaking students and the associations with teacher well-being in Hong Kong
Technology acceptance model and multi-user virtual reality learning environments for Chinese language education
A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance
The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance
Attributes of mathematics learning valued by ethnic minority students in Hong Kong mainstream schools
The Effect of Semantic Radical Deformation on Abstract Semantic Radical Identity Representations
The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
How do Chinese as a second language (CSL) learners acquire orthographic knowledge
Development of radical awareness at initial learning stage in L2 Chinese
Impact of stroke order on Chinese spelling in the Vietnamese Chinese as a second language context
An examination of Chinese character writing errors
The influence of linguistic features on L2 Chinese writing quality among students with various L1 backgrounds
Radical perception and reliance in Chinese character recognition by L2 Chinese learners
Moving between language frontiers
Implementing dynamic assessment in writing in Chinese as a second language
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment
Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance
The Effect of Executive Function on Word Recognition
Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies
Phonological recoding and self-teaching
Learning to Read Words
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Using ‘Reading to Learn’ (R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
Moving between language frontiers
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Strategy use in L2 Chinese reading
Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong
Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach
The Continuum Companion to Second Language Acquisition
Beginning to Read
| Unique citing works | 21 |
|---|---|
| Citations per year | 2,63 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |