chinese |
9 |
pirls |
8 |
literacy |
7 |
chinese as a second language |
5 |
dyslexium |
5 |
hong kong |
5 |
kindergarten |
5 |
language learning |
5 |
online learning |
5 |
phonological awareness |
5 |
primary education |
5 |
professional development |
5 |
reading ability |
5 |
self-efficacy |
5 |
word reading |
5 |
bilingual reading |
4 |
chinese character acquisition |
4 |
chinese reading |
4 |
chinese reading ability |
4 |
english |
4 |
family financial capital |
4 |
family human capital |
4 |
foreign countries |
4 |
gender differences |
4 |
gender gap |
4 |
grade 4 students |
4 |
home language |
4 |
language achievement |
4 |
language assessment |
4 |
linguistics sociology |
4 |
medium of instruction |
4 |
place of birth |
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 |
self-regulated learning |
4 |
social capital |
4 |
socioeconomic status |
4 |
teacher gender |
4 |
teaching of reading |
4 |
teaching reading |
4 |
virtual school |
4 |
writing |
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 |
computer-assisted language learning |
3 |
dyslexia - epidemiology - rehabilitation |
3 |
e-quiz bank |
3 |
early childhood |
3 |
early childhood education |
3 |
early years context |
3 |
emergent literacy |
3 |
english language |
3 |
english medium of instruction |
3 |
enhancing orthographic (bujian) knowledge |
3 |
expressive vocabulary |
3 |
face processing |
3 |
handwriting |
3 |
home literacy environment |
3 |
hypertext |
3 |
informational text reading |
3 |
integrative perceptual approach |
3 |
intervention |
3 |
language |
3 |
language policy and planning |
3 |
learning strategies |
3 |
learning study |
3 |
literacy strategies |
3 |
mental lexicon |
3 |
meta-analysis |
3 |
mind-map |
3 |
mother tongue education |
3 |
orthographic |
3 |
orthographic learning |
3 |
pattern recognition, visual |
3 |
pedagogical gap |
3 |
pedagogy |
3 |
phenomenographic theory |
3 |
programme |
3 |
reading |
3 |
reading competency |
3 |
reading comprehension ability |
3 |
reading habit |
3 |
reading interest |
3 |
remedial teaching - methods |
3 |
resistance to change |
3 |
sensitivity |
3 |
shared reading |
3 |
structural awareness |
3 |
teacher and administrator attitudes |
3 |
training |
3 |
variation theory |
3 |
verb-dominated |
3 |
writing development |
3 |
21st century skills |
2 |
academic achievement |
2 |
academic motivation |
2 |
achievement motivation |
2 |
alphasyllabary users |
2 |
analysis of variance |
2 |
argumentation structuring |
2 |
articulation disorders -- diagnosis |
2 |
attitudes and beliefs |
2 |
auditory perception |
2 |
bilingual |
2 |
cantonese dialects -- grammar |
2 |
cantonese early childhood |
2 |
child, preschool |
2 |
chinese as a foreign language |
2 |
chinese as foreign language |
2 |
chinese character learning |
2 |
chinese characters (漢字) |
2 |
chinese language - composition and exercises - study and teaching (elementary) - china - hong kong. |
2 |
chinese reading comprehension impairment |
2 |
chinese text comprehension |
2 |
classroom |
2 |
classroom-based research |
2 |
cleft palate -- patients -- china |
2 |
cloud-based technology |
2 |
cognitive |
2 |
collaborative writing |
2 |
comparative study |
2 |
comprehension |
2 |
creative ability. |
2 |
culturally responsive teaching approach |
2 |
curriculum reform |
2 |
digital reading literacy |
2 |
dynamic componential model of creativity |
2 |
dyslexia - psychology |
2 |
educational objectives |
2 |
effectiveness |
2 |
efficiency index |
2 |
english as a foreign language |
2 |
english language and literature |
2 |
english reading |
2 |
enthusiasm |
2 |
external factors |
2 |
extrinsic motivation |
2 |
feedback |
2 |
flipped learning |
2 |
google docs |
2 |
grammaticality |
2 |
higher-level knowledge activities |
2 |
home factor |
2 |
hong kong model |
2 |
humans |
2 |
internal factors |
2 |
intrinsic motivation |
2 |
job satisfaction |
2 |
k-12 online education |
2 |
knowledge sharing |
2 |
l1 |
2 |
l2 |
2 |
l2 chinese test takers |
2 |
language acquisition |
2 |
language context |
2 |
language teachers |
2 |
large-scale international assessment (大型國際評鑑) |
2 |
learning outcomes |
2 |
life experience |
2 |
mediation analysis |
2 |
metacognition |
2 |
metacognitive and affective strategy use |
2 |
metalinguistic awareness |
2 |
mobile learning |
2 |
motivation |
2 |
multiculturalism |
2 |
non-chinese speaking young children |
2 |
non-chinese speaking young students (非華語幼兒) |
2 |
nursery rhymes |
2 |
observational learning |
2 |
occupational commitment |
2 |
one-to-one laptop program |
2 |
online course design |
2 |
onset-rime segmentation |
2 |
oracy |
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 |
primary school education |
2 |
processes and perceptions |
2 |
pseudoword reading |
2 |
psychometrics |
2 |
question acquisition |
2 |
ran |
2 |
reaction time |
2 |
reading achievements |
2 |
reading attainment |
2 |
reading attainment (閱讀成就) |
2 |
reading pedagogy (閱讀教學法) |
2 |
schizophrenic psychology |
2 |
school chinese |
2 |
school decision-making |
2 |
school environment |
2 |
school-based chinese character curriculum |
2 |
second language teaching |
2 |
self-regulated learning strategies |
2 |
semantics |
2 |
social learning |
2 |
social media |
2 |
social media use |
2 |
speech disorders -- physiological aspects |
2 |
spoken language |
2 |
structural equation modeling |
2 |
student evaluation |
2 |
student factor |
2 |
student learning |
2 |
synthesis review |
2 |
teacher self-efficacy |
2 |
teacher-student relationships |
2 |
teaching experiment (學與教研究) |
2 |
teaching for creativity |
2 |
teaching materials |
2 |
teaching method |
2 |
teaching practices |
2 |
teaching self-efficacy |
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 |
vocabulary accumulation |
2 |
word clusters |
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 |
adherence |
1 |
adolescent |
1 |
adult |
1 |
anti-anxiety agents - therapeutic use |
1 |
anxiety - psychology |
1 |
anxiety - therapy |
1 |
aromatherapy |
1 |
assessment |
1 |
attitude toward ict |
1 |
audiovisual perception |
1 |
behavioral patterns |
1 |
bilingual competence |
1 |
bilingual reading test performance |
1 |
bilingualism |
1 |
bipolar disorder - economics - psychology - therapy |
1 |
bullying |
1 |
caregivers - psychology |
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-language learning |
1 |
class size |
1 |
cognition disorders - psychology - rehabilitation |
1 |
cognitive behavioral therapy |
1 |
cognitive therapy - methods |
1 |
color |
1 |
combined modality therapy |
1 |
comparative |
1 |
constructivist beliefs |
1 |
cost of illness |
1 |
creativity |
1 |
cross-linguistic |
1 |
delivery of health care |
1 |
design-based research |
1 |
developmental comparison |
1 |
differentiated curricula |
1 |
differentiated curriculum |
1 |
distance learning |
1 |
education |
1 |
education -- research |
1 |
educational apps |
1 |
educational games -- juvenile literature |
1 |
educational status |
1 |
effective learning of chinese characters |
1 |
elements of characters |
1 |
emergent writing |
1 |
employment outcome |
1 |
errors of using chinese |
1 |
ethnic minority students |
1 |
express emotional |
1 |
family - psychology |
1 |
female |
1 |
flipped classroom |
1 |
foreign language |
1 |
frequency |
1 |
frustration |
1 |
health behavior |
1 |
health care rationing |
1 |
health status |
1 |
heritage language |
1 |
higher education education |
1 |
ict |
1 |
impact |
1 |
instruction of chinese character learning |
1 |
interaction |
1 |
international collaboration |
1 |
interview, psychological |
1 |
junior secondary students |
1 |
knowledge construction |
1 |
knowledge creation |
1 |
lag-sequential analysis |
1 |
language (foreign and second) |
1 |
language development |
1 |
language teaching for preschooler |
1 |
large-scale assessment |
1 |
learning |
1 |
learning process |
1 |
learning strategy |
1 |
levels of comprehension processes |
1 |
linguistically diverse |
1 |
literary and informational texts |
1 |
long term |
1 |
making thinking visible |
1 |
male |
1 |
marital status |
1 |
mental health services - organization & administration |
1 |
metacognitive writing process |
1 |
middle aged |
1 |
mobile serious games |
1 |
mobile social-networking sites |
1 |
multi-culture |
1 |
multi-lingualism |
1 |
multilingual |
1 |
multimedia learning |
1 |
narrative ability |
1 |
non-chinese speaking students |
1 |
non-vocational outcome |
1 |
oils, volatile - therapeutic use |
1 |
onilne chinese language writing pedagogy |
1 |
online education |
1 |
online teaching |
1 |
online teaching and learning |
1 |
outcome and process assessment (health care) |
1 |
p4 students |
1 |
patient care team |
1 |
patient satisfaction |
1 |
pedagogical beliefs |
1 |
perceived ease of use |
1 |
perceived usefulness |
1 |
phenomenological |
1 |
pinyin |
1 |
prejudice |
1 |
preschoolers |
1 |
primary 4 students |
1 |
primary school |
1 |
primary students |
1 |
private tutoring |
1 |
professional experiences |
1 |
professional training |
1 |
prognosis |
1 |
psychiatric status rating scales |
1 |
randomized controlled trial |
1 |
reading attitude |
1 |
reading comprehension |
1 |
reading motivation |
1 |
reading self-concept |
1 |
recognize characters |
1 |
rehabilitation |
1 |
rehabilitation, vocational - trends |
1 |
review |
1 |
schizophrenia |
1 |
schizophrenia - economics - therapy |
1 |
schizophrenia - rehabilitation |
1 |
self concept |
1 |
self-regulation |
1 |
self-stigma |
1 |
semantic network |
1 |
severe mental illness |
1 |
shame |
1 |
social adjustment |
1 |
social isolation |
1 |
social networking |
1 |
social support |
1 |
speaking skills |
1 |
stages of change |
1 |
standardised reading attainment |
1 |
stereotyping |
1 |
stress, psychological - etiology |
1 |
stress, psychological - prevention and control - therapy |
1 |
student achievement |
1 |
supported employment |
1 |
teacher change |
1 |
teacher education |
1 |
teacher professional development |
1 |
teaching methods and curriculum |
1 |
technology adoption |
1 |
technology knowledge |
1 |
tone |
1 |
tpack |
1 |
transmissive beliefs |
1 |
vocabulary knowledge |
1 |
vocabulary learning |
1 |
vocational outcome |
1 |
whole-language approach |
1 |
word games |
1 |
word recognition processes |
1 |
yoga |
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 |