Shared book reading is necessary for learning Chinese as a second language (L2), but its effectiveness requires further empirical exploration and support. Scholars emphasise considering parental and child characteristics alongside school-based interventions. Guided by the bioecological framework, this study included three groups: an experimental…

Metacognitive knowledge is essential to vocabulary learning and reading. However, there have been few longitudinal studies investigating how the breadth of vocabulary knowledge mediates the relationship between metacognitive knowledge and reading over time in a foreign language context. This study involved 361 primary school students, who were…

Researchers have explored a host of individual differences factors that may be critical to language development. However, evidence on the impact of sociocultural and demographic factors such as gender and socioeconomic status (SES) on early language development among bilingual children has been limited. This study aimed to understand the role of…

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2…