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Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners

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Description:
A study of the effects of dialogic parent-child reading in English on child's vocabulary, word reading and phonological awareness for 51 Hong Kong children learning English as a second language, between the ages of 57- through 71-months, assigned to dialogic reading or control conditions
Resource Type:
Reports & Papers
Country:
Hong Kong SAR China

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