ERIC - Search Results

Publication Date

In 2026	0
Since 2025	3

Descriptor

Knowledge Level	3
Syntax	3
Elementary School Students	2
Foreign Countries	2
Morphology (Languages)	2
Writing (Composition)	2
Age Differences	1
Bilingual Students	1
Comprehension	1
Contrastive Linguistics	1
English	1
English (Second Language)	1
Grade 3	1
Handwriting	1
Inferences	1
Japanese	1
Language Proficiency	1
Language Skills	1
Language Tests	1
Lexicology	1
Linguistics	1
Literacy	1
Morphemes	1
Native Language	1
Orthographic Symbols	1
More ▼

Source

Reading and Writing: An…	2
Reading in a Foreign Language	1

Author

Aiping Zhao	1
C. Patrick Proctor	1
Ehri Ryu	1
Miki Satori	1
Qun Yu	1
Rebecca D. Silverman	1
Ying Guo	1

Publication Type

Journal Articles	3
Reports - Research	3

Education Level

Elementary Education	2
Adult Education	1
Early Childhood Education	1
Grade 3	1
Higher Education	1
Postsecondary Education	1
Primary Education	1

Audience

Location

China	1
Japan	1

Laws, Policies, & Programs

Assessments and Surveys

Test of English for…

What Works Clearinghouse Rating

Showing all 3 results Save | Export

Relationships between Linguistic Knowledge, Linguistic Awareness, and Argumentative Writing among Upper Elementary Bilingual Students

Peer reviewed

Direct link

Qun Yu; C. Patrick Proctor; Ehri Ryu; Rebecca D. Silverman – Reading and Writing: An Interdisciplinary Journal, 2025

Argumentation is a critical genre of writing that elementary school students are expected to develop, but little is known about how different domains of language contribute to argumentative writing. To explore this, we identified two domains of language: linguistic knowledge (lexical, morphological, and syntactic skills) and linguistic awareness…

Descriptors: Elementary School Students, Bilingual Students, Persuasive Discourse, Writing (Composition)

The Direct and Indirect Effects of Language, Literacy, Transcription, and Cognitive Skills on Writing among Chinese Children

Peer reviewed

Direct link

Aiping Zhao; Ying Guo – Reading and Writing: An Interdisciplinary Journal, 2025

This study examined the direct and indirect effects of foundational language (vocabulary and syntactic knowledge) and literacy (orthographic knowledge) skills, transcription (spelling and handwriting fluency), and higher-order cognitive skills (comprehension monitoring and inferencing making) on writing among Chinese children. Participants were…

Descriptors: Foreign Countries, Vocabulary, Syntax, Literacy

The Role of Morphological Knowledge and Vocabulary Knowledge in L2 Reading Comprehension

Peer reviewed

Direct link

Miki Satori – Reading in a Foreign Language, 2025

This study investigated the relative contributions of English morphological and vocabulary knowledge to second language (L2) reading comprehension among 100 adult Japanese English as a foreign language (EFL) learners. The study also investigated the extent to which the roles of morphological and vocabulary knowledge in L2 reading comprehension…

Descriptors: Morphology (Languages), Reading Comprehension, Second Language Learning, Second Language Instruction