There is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these bilingual children, particularly L1 majority bilinguals, is limited. With a sample size of 690 4th-grade students, this study investigated predictors influencing L1 Chinese reading in Chinese-English…

This study aims to compare the effects of "questioning with minimal evaluation" (PE) and "prompt-evaluate-expand-repeat" (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and…

This study investigates the possibility that solitary dialog, in which individuals construct in writing a hypothetical dialogic argument, may more fully reveal individual skill achievement in argument than do conventional argumentive essays. A sample of 54 11-12-year-old Chinese students individually composed such written dialogs, subsequent to…

Reading strategies have been documented as beneficial facilitators for readers to understand text; their potential efficacy, however, has not yet adequately assessed among struggling readers in the context of a large number of students below grade level at secondary schools internationally. Using a pretest-posttest control group experimental…

Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students' reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental…

To relieve young children of a burden and to encourage informal literacy practices such as shared book reading, the Chinese Ministry of Education implemented an early education policy that forbids the teaching of formal literacy (e.g., Chinese character recognition and Pinyin) as well as more ambitious literacy teaching practices (e.g., Teaching…

This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…