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The Effect of Dialogic Reading Paired with Multisensory Learning of Chinese Characters and Morphological Awareness Skills for L2 Chinese Young Learners at Hong Kong Kindergartens
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Zhou, Yan-Ling – Foreign Language Annals, 2021
This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of…
Descriptors: Morphology (Languages), Literacy, Chinese, Kindergarten
The Impact of a Web-Based Leveled Reading Program on Arabic Language Learners' Reading Experiences
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Hammad, Mahbuba – Foreign Language Annals, 2019
This study investigated the reading experiences of Arabic language learners who were introduced to the ALDAAD Web-based leveled reading program compared to the experiences of students who followed their school's mainstream Arabic reading curriculum. It focused on ACTFL's number one research priority area: integration of language, culture, and…
Descriptors: Reading Programs, Semitic Languages, Second Language Learning, Second Language Instruction