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The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second language (ESL)
Siu Sze YEUNG
, Fraide A. GANOTICE
Department of Psychology (PS)
Research output
:
Contribution to journal
›
Articles
›
peer-review
19
Citations (Scopus)
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Dive into the research topics of 'The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second language (ESL)'. Together they form a unique fingerprint.
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Keyphrases
English as a Second Language
100%
Hong Kong Chinese
100%
Phonological Awareness
100%
Biliteracy
100%
Kindergarteners
100%
Chinese Reading
42%
Rhyme Awareness
42%
English Reading
28%
Reading Acquisition
28%
Syllable Awareness
28%
Phoneme Awareness
28%
Copyright
14%
Chinese English
14%
Chinese children
14%
La Salle
14%
Language Specificity
14%
Learning to Read
14%
Word Reading
14%
Beginning Reading
14%
Grain Size
14%
Phonological Sensitivity
14%
English Word Reading
14%
Verbal Intelligence
14%
Receptive Vocabulary
14%
Cross-language Transfer
14%
Letter Knowledge
14%
Specific Level
14%
Cross-language Associations
14%
Language Association
14%
Linguistic Levels
14%
Psycholinguistic Grain Size Theory
14%
Psychology
Phonological Awareness
100%
Phoneme
28%
Psycholinguistics
14%