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Relevant bibliographies by topics / Chinese language Chinese language Reading comprehension / Dissertations / Theses

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Dissertations / Theses on the topic 'Chinese language Chinese language Reading comprehension'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Tang, Shing-chau. "The signaling effect of topic sentence on comprehension of Chinese expository prose of secondary four students Zhu ti ju dui zhong si xue sheng shuo ming wen yue du li jie de ti shi xiao ying /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960443.

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2

Ho, Yuen-ying. "The effect of introducing a computer software in enhancing comprehension of classical Chinese text." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777861.

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3

Everson, Michael Erwin. "The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.

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4

Wong, Wai-ping Agnes. "A case study of the strategy that low-performance form five students employed in reading narrative writings Xue ye cheng ji shao xun zhong wu xue sheng Zhong wen yue du ce lüe de ge an fen xi /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31961423.

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5

Lee, Chun-wah. "Effects of cognitive strategy instruction on reading comprehension for academically low achieving students." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185189.

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6

Ho, Ping-ping. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36924003.

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7

Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.

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8

Wong, Pui-sze Catherine. "Hong Kong secondary three students' reading comprehension process Xianggang Zhongsan xue sheng yue du li jie guo cheng de tan tao /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31963274.

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9

Wong, Pui-sze Catherine. "Hong Kong secondary three students' reading comprehension process = Xiang Gang zhong san xue sheng yue du li jie guo cheng de tan tao /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755936.

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10

Chu, Hsi-chin Janet. "The effects of culture-specific rhetorical conventions on the L2 reading recall of Chinese students /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9956815.

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11

Lee, Kwong-hung. "Bilingual texts : a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehension and on English vocabulary acquisition /." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709788.

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12

Chu, Mun-ki Maggie. "Reading strategy in Hong Kong school-aged children the development of word level and character level processing /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208231.

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Thesis (B.Sc)--University of Hong Kong, 2002.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.

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13

Norris, Enju. "Reading comprehension and strategies used by Chinese- and English-background learners of Japanese in reading Kana and Kanji-Kana passages /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18189.pdf.

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14

Ip, Kwok-chun Irene, and 葉幗珍. "An evaluation of reading comprehension strategies used by Chinese students of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949782.

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15

Ip, Chuk-kuen. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500785.

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16

Fong, Yui-chi, and 方蕊慈. "The role of oral language skills in beginning reading development among young Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196005.

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The main objective of the present thesis was to examine whether and how do different aspects of oral language skills have important contribution for the development of reading comprehension among young Chinese children. In Study 1, a three-wave longitudinal study (from K2 to P1) was conducted with 91 Chinese children, to whom measures of oral language (vocabulary, grammar and narrative discourse), word-level skills (phonological, orthographic, and morphological skills), and word reading were administered at all three time points, and reading comprehension at K3 and P1. This study found that K2

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17

Ho, Ping-ping, and 何冰冰. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36924003.

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18

陸嘉欣 and Ka-yan Karen Luk. "Understanding the assoication between word-and text-level cognitive linguistic skills and reading comprehension in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716905.

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19

Luk, Ka-yan Karen. "Understanding the assoication between word-and text-level cognitive linguistic skills and reading comprehension in Chinese children." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716905.

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20

Tang, Shing-chau, and 鄧成宙. "The signaling effect of topic sentence on comprehension of Chinese expository prose of secondary four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960443.

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21

Jia, Hongyi. "Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2820.

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The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese r

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22

Ho, Yuen-ying, and 何婉瑩. "The effect of introducing a computer software in enhancing comprehension of classical Chinese text." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957869.

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23

Lee, Chun-wah, and 李振華. "Effects of cognitive strategy instruction on reading comprehension foracademically low achieving students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196106X.

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24

Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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25

Mok, Lai-wan, and 莫麗雲. "An exploratory study on the effects of anaphoric cuing on Chinese reading comprehension of students with autism spectrum disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209656.

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This study investigated the effects of anaphoric cuing on the reading comprehension of 17 adolescent students with autism spectrum disorder (ASD) and 19 typically developing (TD) students matched on age, intellectual ability and word decoding ability. In a within-subject design, participants read four Chinese passages of two types (narrative fictional vs. narrative nonfictional) under two conditions (control [reading only] vs. anaphoric cuing). The ASD group showed significantly poorer reading comprehension than the TD group in the control condition. Contrary to prediction, anaphoric cuing pro

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26

Ng, Wai Chun Janet. "Unknown words : L2 learners' handling strategies." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/374.

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27

Lee, Tsz-wing, and 李子穎. "Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209696.

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Reading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation, in forms of activation of prior knowledge and inducing comprehension monitoring behaviours, and inference bridging facilitation on reading comprehension. Twenty-eight primary students with HFASD and their typically-developing peers completed four comprehension exercises with a practical-writing text and three narrative passages with conditions: answering pre-reading questions with illustra

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28

Cheng, Tzung-Yu. "The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897466.

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The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers.Two practi

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29

Lee, Soo-jee Cheryl. "A comparison of the effects of bilingualised dictionary and no dictionary use on reading comprehension and vocabulary learning of Hong Kong lower secondary students in a Chinese medium of instruction school." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4126258X.

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30

Yu, Siu-lei, and 余小梨. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944735.

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31

Wong, So-shan, and 黃素珊. "Teachers' views of methods for teaching reading and writing skills in Chinese and English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962014.

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32

Wong, Wai-ping Agnes, and 黃慧萍. "A case study of the strategy that low-performance form five students employed in reading narrative writings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31961423.

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33

李秀智 and Soo-jee Cheryl Lee. "A comparison of the effects of bilingualised dictionary and no dictionary use on reading comprehension and vocabulary learning ofHong Kong lower secondary students in a Chinese medium of instructionschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4126258X.

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34

Lee, Kwong-hung, and 李廣雄. "Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.

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35

Lo, Wai-lam, and 羅瑋琳. "Effectiveness of establishing cultural schema in enhancing junior secondary school students' object-describing textreading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368167.

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中國語文教育除重視培養學生的語言能力外，也須兼顧中華文化及品德情意的傳授，然而學生普遍未能掌握文章的深層文意，更遑論能掌握中國傳統文化中一些重要觀念，培養出良好的品德情意。本研究以中二級學生為研究對象，從認知層面優化詠物單元的教學活動，以提升學生理解詠物作品的能力。研究配合單元教學進行，為時4個循環週，約30課節。在教學過程中，筆者會透過不同的教學內容幫助學生建立與君子有關的文化圖式 ; 篇章講授方面，筆者會引導學生理解篇章的深層文意，尤其是讓學生明白作者如何以類比手法達至詠物抒情的目的。在教學的前、中、後期，學生須完成3份測卷及填寫2份問卷以作評估，另有三位來自不同能力組別 (高能力、一般能力及低能力) 的學生會獲邀接受訪談。本研究探究的問題有二 : 第一，幫助學生建立文化圖式能否提升學生閱讀詠物作品深層文意的理解能力 ; 第二，幫助學生建立文化圖式對不同能力的學生會否有不同的成效。研究結果顯示，學生在接受文化圖式輸入後，閱讀詠物作品深層文意的理解能力有所提升，其中以低能力學生獲益最大。 In addition to emphasis on students’ language ability, teaching of Chinese culture, morality and affection are also taken into account when

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36

Ip, Chuk-kuen, and 葉竹娟. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196235X.

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37

Chan, Kin-yan Candy. "Effects of phonological and orthographic similarities of Chinese characters on Chinese reading." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004469.

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Thesis (B.Sc)--University of Hong Kong, 2007.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 23-24). Also available in print.

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38

Tong, Choi-wai. "An analysis of the decoding processes associated with reading Chinese." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625933.

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39

Siok, Wai-ting. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23294516.

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40

Li, Yu. "Comparison of the comprehension of three types of Chinese colloquial idioms by advanced Chinese L2 learners." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2112.

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This study explores how comprehension strategies, first language (L1), and contextual information affect the comprehension and interpretation of three types of colloquial idioms by Chinese as a second language (L2) learners at an advanced level of proficiency. Three research questions are addressed: (1) to what extent does context affect the comprehension and interpretation of three types of Chinese colloquial idioms, (2) to what extent does the degree of L1–L2 similarity influence the comprehension and interpretation of t

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41

Hui, Suen-on. "An analysis of the Chinese language test papers on reading (key stage one) developed by schools implementating TOC." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960169.

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42

Wong, Wei-wah Claudia, and 黃惠華. "Reading Chinese sentences: the relationship between syntactic and semantic processing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30285367.

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43

Chen, Yiping. "Word recognition and reading in Chinese." Thesis, University of Oxford, 1993. http://ora.ox.ac.uk/objects/uuid:8f034ff4-f07c-459b-95f7-4b0a72e07c45.

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Finally, the present thesis develops an analytic account of word recognition and reading in Chinese. Implications are drawn for both experimental studies of normal reading and neuropsychological studies of dyslexia in Chinese.

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44

Lyu, Ting. "Second language vocabulary acquisition through storybook reading for Chinese children." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/4.

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This six-week quasi-experimental study compared the effectiveness of two English storybook reading styles (preview-review reading versus concurrent translation) on the vocabulary development of kindergarteners ( n =50) in China, whose primary language is Chinese, who learn English as a second language. The children (aged 5 to 6) were pretested to evaluate their knowledge of general and targeted words using a researcher-designed instrument tailored to the content of three selected English stories. Validity evidence based on contrasted groups and test-retest reliability had been previously gathe

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45

Fan, Pui-yee Jessica. "Access of phonological information from reading Chinese characters position vs. function /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004792.

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Thesis (B.Sc)--University of Hong Kong, 2007.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 27-28). Also available in print.

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46

Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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47

Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.

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48

Zhang, Yongfang. "Performance-Based Chinese L2 Reading Instruction: A Spiral Approach." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321.

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49

Wengang, Yin. "On reading Chinese characters : a neuropsychological and experimental study." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/1348979/.

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The research reported here attempts to identify those reading processes common to both alphabetic readers and readers of Chinese logographic characters, and those processes unique to Chinese reading. Three types of evidence are presented: (1) experimental studies of normal Chinese readers; (2) clinical and experimental investigations of Chinese patients with acquired dyslexic symptoms; (3) a survey of developmental dyslexia in China. Like alphabetic readers, Chinese readers show independent procedures for mapping from orthography to meaning and from orthography to sound. Also like alphabetic r

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50

Shen, Di 1957. "The role of phonological information in reading Chinese." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288766.

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This research examines the role of phonological information in recognizing Chinese characters. A converging methods approach was taken, employing diverse experimental paradigms to address both theoretical and empirical questions. The experiments provided strong and positive evidence for the role played by orthographic codes as well as the absence of prelexical phonological effects in reading Chinese. In two masked priming experiments, orthographic masked priming was observed consistently across the lexical decision and the naming tasks despite of the fact the primes were phonologically unrelat

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