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Direct linkDong, Yang; Chow, Bonnie Wing-Yin; Mo, Jianhong; Zheng, Hao-Yuan – Developmental Psychology, 2023
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…
Descriptors: Dialogs (Language), Reading Strategies, Parents, Siblings
Fong, Cathy Yui-Chi – Infant and Child Development, 2023
The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…
Descriptors: Phonology, Semantics, Reading Processes, Chinese
Inoue, Tomohiro; Zhang, Su-Zhen; Georgiou, George K. – Educational Psychology, 2022
We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…
Descriptors: Psycholinguistics, Family Environment, Phonological Awareness, Direct Instruction
