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Article: How Chinese–english Bilingual Fourth Graders Draw On Syntactic Awareness In Reading comprehension: Within‐ And cross‐language Effects

TitleHow Chinese–english Bilingual Fourth Graders Draw On Syntactic Awareness In Reading comprehension: Within‐ And cross‐language Effects
Authors
Tong, XKwan, J Y-KTong, XDeacon, S H
Issue Date2021
Citation
Reading Research Quarterly, 2021, v. 57, p. 409-429 How to Cite?
DOI: http://dx.doi.org/10.1002/rrq.400
Persistent Identifierhttp://hdl.handle.net/10722/318251
ISI Accession Number ID
WOS:000641450300001

 

DC FieldValueLanguage
dc.contributor.authorTong, X-
dc.contributor.authorKwan, J Y-K-
dc.contributor.authorTong, X-
dc.contributor.authorDeacon, S H-
dc.date.accessioned2022-10-07T10:35:24Z-
dc.date.available2022-10-07T10:35:24Z-
dc.date.issued2021-
dc.identifier.citationReading Research Quarterly, 2021, v. 57, p. 409-429-
dc.identifier.urihttp://hdl.handle.net/10722/318251-
dc.languageeng-
dc.relation.ispartofReading Research Quarterly-
dc.titleHow Chinese–english Bilingual Fourth Graders Draw On Syntactic Awareness In Reading comprehension: Within‐ And cross‐language Effects-
dc.typeArticle-
dc.identifier.emailTong, X: xltong@hku.hk-
dc.identifier.authorityTong, X=rp01546-
dc.identifier.doi10.1002/rrq.400-
dc.identifier.hkuros338201-
dc.identifier.volume57-
dc.identifier.spage409-
dc.identifier.epage429-
dc.identifier.isiWOS:000641450300001-

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