Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore
167 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/2cfebe018ab208448c5d7ae31761987fa824fb77
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In Developmental and Educational Psychology
In Language and Linguistics
Citations in the corpus
- Early achievement in rural China: The role of preschool experience☆ (2012, methodology): “The letters in the subscale of the SRC were substituted with 15 Chinese characters from the Chinese Preschool and Primary Literacy Scale (Li & Rao, 2000).”
- Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong Preschoolers (2003, background): “%) focus on the academic advantages of early reading and believe storytelling is useful to develop their children's Chinese literacy skills (Li & Rao, 2000).”
- Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct. (2006, background): “Learning to read Chinese clearly requires more extended adult supervision and support than does learning to read an alphabetic orthography (e.g., H. Li & Rao, 2000).”
- Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools (2012, background): “Furthermore, such traditionalism does not offend parental expectations and is comfortably housed in the Chinese exam-oriented education system (Lee & Tseng, 2008; Li & Rao, 2000, 2005; Rao et al., 2009; Tang & Maxwell, 2007).”
- Parental involvement and children's readiness for school in China (2011, background): “1994 ; Li and Rao 2000 ; Marcon 1999 ), more empirical evidence is needed in the Chinese context.”
- Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers (2008, unknown): “Overall, the culture or even the wording and the sentence structure that Shanghai teachers use in speaking and writing is different from those used by the Hong Kong counterparts (Bray & Koo, 2004; Li & Rao, 2000).”
- Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “In addition, only a handful of studies have examined the role of the home literacy environment in Chinese reading (Li, Corrie, & Wong, 2008; Li & Rao, 2000; Shu, Li, Anderson, Ku, & Yue, 2002; Zhang, Jin, Chen, Zhang, & Hoff, 2008).”
- Curricular and instructional influences on early literacy attainment: evidence from Beijing, Hong Kong and Singapore (2005, background): “Li and Rao (2000) found parental influences on early literacy attainment, and the present study ascertained that preschool curriculum guidelines and classroom facilitation were also important to literacy development in early childhood.”