|
pirls |
7 |
|
self-regulated learning |
6 |
|
self-regulation |
6 |
|
chinese |
5 |
|
chinese as a second language |
5 |
|
dyslexium |
5 |
|
kindergarten |
5 |
|
language learning |
5 |
|
literacy |
5 |
|
online learning |
5 |
|
phonological awareness |
5 |
|
professional development |
5 |
|
reading ability |
5 |
|
self-efficacy |
5 |
|
word reading |
5 |
|
writing |
5 |
|
bilingual reading |
4 |
|
chinese as a foreign language |
4 |
|
chinese character acquisition |
4 |
|
chinese reading ability |
4 |
|
co-regulation |
4 |
|
community of inquiry |
4 |
|
english |
4 |
|
extrinsic motivation |
4 |
|
family financial capital |
4 |
|
family human capital |
4 |
|
foreign countries |
4 |
|
gender differences |
4 |
|
gender gap |
4 |
|
grade 4 students |
4 |
|
handwriting |
4 |
|
home language |
4 |
|
hong kong |
4 |
|
interprofessional education |
4 |
|
intrinsic motivation |
4 |
|
language achievement |
4 |
|
language assessment |
4 |
|
learning strategies |
4 |
|
linguistics sociology |
4 |
|
medium of instruction |
4 |
|
path analysis |
4 |
|
place of birth |
4 |
|
primary education |
4 |
|
primary school students |
4 |
|
reading achievement |
4 |
|
reading attitudes |
4 |
|
reading chinese |
4 |
|
reading esl |
4 |
|
reading instruction |
4 |
|
role model |
4 |
|
second language/l2 |
4 |
|
social capital |
4 |
|
social media |
4 |
|
socioeconomic status |
4 |
|
teacher gender |
4 |
|
teaching of reading |
4 |
|
teaching reading |
4 |
|
technology |
4 |
|
virtual school |
4 |
|
asian continental ancestry group - statistics and numerical data |
3 |
|
bujian |
3 |
|
bujian sensitivity hypothesis |
3 |
|
cantonese |
3 |
|
cantonese medium of instruction |
3 |
|
chinese characters |
3 |
|
chinese children at risk for dyslexia |
3 |
|
chinese language |
3 |
|
chinese language education |
3 |
|
chinese literacy acquisition |
3 |
|
classroom talk |
3 |
|
computer-assisted language learning |
3 |
|
dyslexia - epidemiology - rehabilitation |
3 |
|
e-quiz bank |
3 |
|
early childhood |
3 |
|
early years context |
3 |
|
emergent literacy |
3 |
|
english language |
3 |
|
english medium of instruction |
3 |
|
enhancing orthographic (bujian) knowledge |
3 |
|
expressive vocabulary |
3 |
|
foreign language |
3 |
|
home literacy environment |
3 |
|
integrative perceptual approach |
3 |
|
language |
3 |
|
language policy and planning |
3 |
|
learning strategy |
3 |
|
mental lexicon |
3 |
|
mother tongue education |
3 |
|
occupational commitment |
3 |
|
orthographic |
3 |
|
pattern recognition, visual |
3 |
|
pedagogical gap |
3 |
|
pedagogy |
3 |
|
phenomenographic theory |
3 |
|
programme |
3 |
|
reading |
3 |
|
reading attainment |
3 |
|
reading competency |
3 |
|
reading comprehension ability |
3 |
|
reading habit |
3 |
|
reading interest |
3 |
|
remedial teaching - methods |
3 |
|
resistance to change |
3 |
|
self-regulated learning strategies |
3 |
|
sensitivity |
3 |
|
shared reading |
3 |
|
structural awareness |
3 |
|
teacher and administrator attitudes |
3 |
|
teacher education |
3 |
|
teacher professional development |
3 |
|
teacher self-efficacy |
3 |
|
training |
3 |
|
verb-dominated |
3 |
|
vocabulary learning |
3 |
|
21st century skills |
2 |
|
academic achievement |
2 |
|
academic motivation |
2 |
|
achievement motivation |
2 |
|
alphasyllabary users |
2 |
|
analysis of variance |
2 |
|
artificial intelligence |
2 |
|
auditory perception |
2 |
|
bilingual |
2 |
|
cantonese dialects -- grammar |
2 |
|
cantonese early childhood |
2 |
|
chatbot |
2 |
|
chatgpt |
2 |
|
child, preschool |
2 |
|
chinese as foreign language |
2 |
|
chinese character learning |
2 |
|
chinese characters (漢字) |
2 |
|
chinese l1 |
2 |
|
chinese reading |
2 |
|
chinese reading comprehension impairment |
2 |
|
chinese text comprehension |
2 |
|
classroom |
2 |
|
classroom-based research |
2 |
|
cloud-based technology |
2 |
|
cognitive |
2 |
|
collaborative writing |
2 |
|
comparative study |
2 |
|
comprehension |
2 |
|
corpus-based study |
2 |
|
cross-linguistic transfer |
2 |
|
design features |
2 |
|
digital reading |
2 |
|
digital reading literacy |
2 |
|
dynamic componential model of creativity |
2 |
|
dyslexia - psychology |
2 |
|
early child cantonese |
2 |
|
early child mandarin |
2 |
|
early childhood education |
2 |
|
educational apps |
2 |
|
effectiveness |
2 |
|
efficiency index |
2 |
|
english as a foreign language |
2 |
|
english l2 |
2 |
|
english language and literature |
2 |
|
english reading |
2 |
|
enthusiasm |
2 |
|
essays |
2 |
|
experimental design |
2 |
|
external factors |
2 |
|
feedback |
2 |
|
flipped learning |
2 |
|
gender |
2 |
|
google docs |
2 |
|
grammaticality |
2 |
|
higher-level knowledge activities |
2 |
|
independent reading |
2 |
|
inferential comprehension |
2 |
|
interaction |
2 |
|
internal factors |
2 |
|
interrogative function |
2 |
|
job satisfaction |
2 |
|
k-12 online education |
2 |
|
knowledge sharing |
2 |
|
l2 chinese reading |
2 |
|
l2 chinese test takers |
2 |
|
language acquisition |
2 |
|
language context |
2 |
|
language learning strategies |
2 |
|
language teachers |
2 |
|
large-scale international assessment (大型國際評鑑) |
2 |
|
learning outcomes |
2 |
|
learning theory |
2 |
|
life experience |
2 |
|
literal comprehension |
2 |
|
mediation analysis |
2 |
|
meta-analysis |
2 |
|
metacognition |
2 |
|
metacognitive and affective strategy use |
2 |
|
metalinguistic awareness |
2 |
|
microteaching |
2 |
|
mobile learning |
2 |
|
motivation |
2 |
|
motivational strategies |
2 |
|
multilevel analysis |
2 |
|
multilevel latent profile analysis |
2 |
|
non-chinese speaking young children |
2 |
|
non-chinese speaking young students (非華語幼兒) |
2 |
|
nursery rhymes |
2 |
|
one-to-one laptop program |
2 |
|
online course design |
2 |
|
online learning communities |
2 |
|
onset-rime segmentation |
2 |
|
pedagogical use of information communication technology |
2 |
|
pirls (全球學生閱讀能力進展研究) |
2 |
|
pisa 2018 |
2 |
|
policy implication (政策啟示) |
2 |
|
positive affect |
2 |
|
pre-service teachers |
2 |
|
primary school education |
2 |
|
processes and perceptions |
2 |
|
pseudoword reading |
2 |
|
question acquisition |
2 |
|
ran |
2 |
|
reaction time |
2 |
|
reading attainment (閱讀成就) |
2 |
|
reading attitude |
2 |
|
reading pedagogy (閱讀教學法) |
2 |
|
reading practice |
2 |
|
school chinese |
2 |
|
school decision-making |
2 |
|
school environment |
2 |
|
school-based chinese character curriculum |
2 |
|
self-reflection |
2 |
|
semantics |
2 |
|
social learning |
2 |
|
social media influencers |
2 |
|
social media use |
2 |
|
spoken language |
2 |
|
student evaluation |
2 |
|
synthesis review |
2 |
|
systematic review |
2 |
|
teacher support |
2 |
|
teacher-student relationships |
2 |
|
teachers |
2 |
|
teaching experiment (學與教研究) |
2 |
|
teaching for creativity |
2 |
|
teaching materials |
2 |
|
teaching method |
2 |
|
teaching practices |
2 |
|
technological affordances |
2 |
|
technology acceptance |
2 |
|
time expression |
2 |
|
translanguaging practices |
2 |
|
typing |
2 |
|
undergraduate medical education |
2 |
|
university students |
2 |
|
variation theory of learning |
2 |
|
verbal behavior |
2 |
|
verbal learning |
2 |
|
verbal working memory |
2 |
|
video visualisation |
2 |
|
video-visualization technology |
2 |
|
vocabulary |
2 |
|
vocabulary accumulation |
2 |
|
vocabulary knowledge |
2 |
|
word clusters |
2 |
|
word processing |
2 |
|
world languages |
2 |
|
young children |
2 |
|
华文 |
2 |
|
及物系统 |
2 |
|
双语 |
2 |
|
句内衔接 |
2 |
|
图式结构 |
2 |
|
屏幕汉字认读 |
2 |
|
影视教学 |
2 |
|
词汇教学 |
2 |
|
课堂教学语言 |
2 |
|
阅读教学 |
2 |
|
阅读能力 |
2 |
|
affective commitment |
1 |
|
anxiety |
1 |
|
assessment |
1 |
|
attitude toward ict |
1 |
|
audiovisual perception |
1 |
|
behavioral patterns |
1 |
|
bilingual competence |
1 |
|
bilingual reading development |
1 |
|
bilingual reading test performance |
1 |
|
bilingualism |
1 |
|
bullying |
1 |
|
catalyst |
1 |
|
changing pedagogy |
1 |
|
character components |
1 |
|
chinese composition |
1 |
|
chinese efl teachers |
1 |
|
chinese language -- study and teaching |
1 |
|
chinese language -- study and teaching (primary) -- china -- hong kong |
1 |
|
chinese language -- word formation |
1 |
|
chinese language teaching |
1 |
|
chinese languages |
1 |
|
chinese reading comprehension |
1 |
|
chinese writing |
1 |
|
chinese writing curriculum reform |
1 |
|
chinese-language learning |
1 |
|
class size |
1 |
|
color |
1 |
|
comparative |
1 |
|
constructivist beliefs |
1 |
|
continuance commitment |
1 |
|
cross-cultural skills |
1 |
|
cross-linguistic |
1 |
|
design-based research |
1 |
|
developmental comparison |
1 |
|
differentiated curricula |
1 |
|
differentiated curriculum |
1 |
|
distance learning |
1 |
|
dynamic |
1 |
|
education |
1 |
|
education -- research |
1 |
|
educational games -- juvenile literature |
1 |
|
effective learning of chinese characters |
1 |
|
elements of characters |
1 |
|
emergent writing |
1 |
|
english learning |
1 |
|
errors of using chinese |
1 |
|
ethnic minority students |
1 |
|
express emotional |
1 |
|
flipped classroom |
1 |
|
generative ai |
1 |
|
heritage language |
1 |
|
higher education education |
1 |
|
ict |
1 |
|
impact |
1 |
|
instruction of chinese character learning |
1 |
|
instructional design |
1 |
|
interdisciplinary knowledge |
1 |
|
international collaboration |
1 |
|
junior secondary students |
1 |
|
knowledge construction |
1 |
|
lag-sequential analysis |
1 |
|
language development |
1 |
|
language environment |
1 |
|
language teaching for preschooler |
1 |
|
large-scale assessment |
1 |
|
learning |
1 |
|
learning process |
1 |
|
levels of comprehension processes |
1 |
|
literary and informational texts |
1 |
|
making thinking visible |
1 |
|
metacognitive writing process |
1 |
|
metaphor analysis |
1 |
|
mobile assisted language learning |
1 |
|
mobile serious games |
1 |
|
mobile social-networking sites |
1 |
|
multi-culture |
1 |
|
multi-lingualism |
1 |
|
multicultural education |
1 |
|
multilingual |
1 |
|
multimedia learning |
1 |
|
multimodal composing |
1 |
|
narrative ability |
1 |
|
non-chinese speaking pre-schoolers |
1 |
|
non-chinese speaking students |
1 |
|
normative commitment |
1 |
|
onilne chinese language writing pedagogy |
1 |
|
online education |
1 |
|
online professional learning community |
1 |
|
online teaching |
1 |
|
online teaching and learning |
1 |
|
p4 students |
1 |
|
parent involvement |
1 |
|
pedagogical beliefs |
1 |
|
perceived ease of use |
1 |
|
perceived usefulness |
1 |
|
phenomenological |
1 |
|
pinyin |
1 |
|
preschoolers |
1 |
|
primary 4 students |
1 |
|
primary school |
1 |
|
primary students |
1 |
|
private tutoring |
1 |
|
professional experiences |
1 |
|
reading comprehension |
1 |
|
reading motivation |
1 |
|
reading self-concept |
1 |
|
recognize characters |
1 |
|
review |
1 |
|
second/foreign language learning |
1 |
|
semantic network |
1 |
|
social networking |
1 |
|
speaking skills |
1 |
|
standardised reading attainment |
1 |
|
student achievement |
1 |
|
teacher change |
1 |
|
teaching methods and curriculum |
1 |
|
technology adoption |
1 |
|
technology knowledge |
1 |
|
tone |
1 |
|
tpack |
1 |
|
transmissive beliefs |
1 |
|
whole-language approach |
1 |
|
word games |
1 |
|
word recognition processes |
1 |
|
writing abilities |
1 |
|
writing assessment |
1 |
|
writing instruction |
1 |
|
writing strategies |
1 |
|
傳意寫作 |
1 |
|
傳意識覺 |
1 |
|
实践性知识 |
1 |
|
寫作任務 |
1 |
|
寫作思維 |
1 |
|
寫作過程 |
1 |
|
教學法研究 |
1 |
|
教师学习共同体 |
1 |
|
網路學習社群 |
1 |
|
网络协作对话 |
1 |
|
认知网络分析 |
1 |
|
過程教學法 |
1 |
