Yu-Lin Cheng

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English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic(More)
Effects of two phonics courses on Chinese L1 EFL beginner readers’ knowledge of the English alphabetic principle were compared. Two groups of children with matched baselines received aphonics course designed with the gist of either the existing phonics practice within Taiwan’s Primary English education (the EPP) or the Revelational Phonics Approach (the(More)
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