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The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals
Li Jen Kuo,
Yu Min Ku
, Zhuo Chen, Melike Ünal Gezer
學習與教學研究所
研究成果
:
雜誌貢獻
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期刊論文
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同行評審
10
引文 斯高帕斯（Scopus）
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Keyphrases
Academic Setting
25%
Amount of Input
25%
Balanced Bilinguals
25%
Bilingual
100%
Bilingual children
25%
Bilingual Experience
25%
Chinese-English Bilinguals
25%
Fourth Grade
25%
Hierarchical Regression Analysis
25%
Language Development
25%
Linguistic Input
25%
Literacy
25%
Literacy Development
100%
Literacy Instruction
25%
Literacy Skills
25%
Metalinguistic Ability
25%
Metalinguistic Awareness
25%
Metalinguistic Development
100%
Morphological Awareness
25%
Morphosyntax
25%
Multilingual Learners
25%
Outside of School
25%
Reading Comprehension
25%
Reconceptualize
25%
School Context
25%
Socioeconomic Status
25%
Syntactic Awareness
25%
Taiwan
75%
Verbal Intelligence
25%
Social Sciences
Chinese
66%
English
66%
Literacy Development
16%
Literacy Instruction
16%
Metalinguistic
100%
Metalinguistic Awareness
16%
Reading Comprehension
16%
Syntax
16%
USA
33%
Psychology
Hierarchical Regression
100%
Regression Analysis
100%