How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within- and Cross-Language Effects

TY - JOUR

T1 - How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension

T2 - Within- and Cross-Language Effects

AU - Tong, Xiuhong

AU - Kwan, Joyce Lok Yin

AU - Xiuli Tong, Shelley

AU - Deacon, S. Hélène

N1 - Funding Information: This research was supported, in part, by grants from the Early Career Scheme (27402514), General Research Fund (17673216), General Research Fund (17609518), and Research Fellow Scheme (RFS 2021‐7H05) from the HKSAR (Hong Kong Special Administrative Region) Research Grant Council to Xiuli Tong; by a grant from the General Research Fund (18609220) from the HKSAR Research Grant Council and an internal research grant (RG 48/2‐18‐2019R) from The Education University of Hong Kong to Xiuhong Tong; and by a grant from the Social Sciences and Humanities Research Council Insight Fund (435‐2018‐1456) to S. Hélène Deacon. Publisher Copyright: © 2021 International Literacy Association.

PY - 2022/4/1

Y1 - 2022/4/1

UR - http://www.scopus.com/inward/record.url?scp=85104772040&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85104772040&partnerID=8YFLogxK

U2 - 10.1002/rrq.400

DO - 10.1002/rrq.400

M3 - Article

AN - SCOPUS:85104772040

SN - 0034-0553

VL - 57

SP - 409

EP - 429

JO - Reading Research Quarterly

JF - Reading Research Quarterly

IS - 2

ER -