The proposed study aims to examine: 1) the within- and across-language relationships between syntactic awareness and reading comprehension in Chinese-English bilingual children, 2) whether the similarities and differences in syntactic structures between L1 and L2 lead to different contributions of each to reading comprehension, and 3) whether the growth/failure of syntactic awareness causes the growth/failure of reading comprehension either in L1, L2, or both.
|Effective start/end date||01/01/21 → 31/12/23|
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