Now showing items 1-20 of 20

    Issue DateTitleAuthor(s)
    9 March 2017Assessing L2 vocabulary depth with word associates format tests: issues, findings, and suggestions  Zhang, D; Koda, K
    1 December 2016Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension  Zhang, D; Yang, X
    25 May 2017Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis  Liu, H; Lin, C-H; Zhang, D; et al.
    25 January 2018Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context  Zhang, D; Koda, K; Leong, CK; et al.
    2 September 2020Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients  Ke, S; Miller, RT; Zhang, D; et al.
    9 January 2016Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study  Zhang, D
    4 June 2018Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language  Leong, CK; Shun, MSK; Tai, CP; et al.
    7 May 2019K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment  Gu, Z; Teng, Y; Yang, X; et al.
    2021The lexical basis of second language (L2) reading comprehension: From (sub-)lexical knowledge to processing efficiency  Alshehri, M G; Zhang, D
    1 March 2017Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation  Zhang, D; Chin, C; Li, L
    2021Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships  Ke, S; Zhang, D
    14 November 2016Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study  Zhang, Y; Lin, C-H; Zhang, D; et al.
    3 May 2017Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context  Zhang, D
    14 July 2017Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China  Liu, H; Lin, CH; Zhang, D
    27 March 2017Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?  Zhang, D; Lin, C-H; Zhang, Y; et al.
    27 June 2018The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature  Choi, Y; Zhang, D
    1 February 2021Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation  Yang, X; Teng, Y; Gu, Z; et al.
    3 January 2018Self-regulated learning of vocabulary in English as a Foreign Language  Choi, Y; Zhang, D; Lin, C-H; et al.
    6 November 2019The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English  Zhang, D; Ke, S
    1 June 2017Word reading in L1 and L2 Chinese learners: Commonalities and differences  Zhang, D