Journal Publications
Publication in refereed journal
Liao, X., Zhu, X., & Zhao, P. (2022). The Mediating Effects of Reading Amount and Strategy Use in the Relationship between Intrinsic Reading Motivation and Comprehension: Differences Between Grade 4 and Grade 6 Students. Reading and Writing, 35(5), 1091- 1118 Doi:10.1007/s11145-021-10218-6. 廖先, 祝新華, 溫夏旭 (2022). 〈中學閱讀策略的理念,設計與實施〉. 《語文學習》, 5期, 頁15-21 https://tra.oversea.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTN&filename=YWXX202205007&uniplatform=OVERSEA&v=l3oj7Fr7Zs0_SLR6BPYyTDWp4BUvuuKiwD2Dkf0kCEBDgMiaOxCVP78BTGD0ajNs Liao, X., Loh, E.K.Y., & Cai, M. (2022). Lexical Orthographic Knowledge Mediates the Relationship between Character Reading and Reading Comprehension among Learners with Chinese as a Second Language. Frontiers in Psychology, 13, 779905 Doi:10.3389/fpsyg.2022.779905. Liao, X., Zhu, X., & Cheong, C. M. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing, E-pub ahead of print, 0-0 廖先和祝新華 (2020)。 提升小四學生高層次閱讀能力：閱讀策略教學的實施及其成效。 國際中文教育學報，8，127-153 Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2020). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, Online, 1-30 廖先、祝新華 (2019)。 小學低年級學生掌握閱讀策略的實證研究。 國際中文教育學報，6，113-134 祝新華、曾凡懿和廖先 (2019)。 閱讀六層次能力框架在小學閱讀試卷編制中的使用。 華文學刊，17(2)，67-91 Zhu, X., Loh, E. K. Y., Yu, G., Tam, L. C. W., & Liao, X. (2019). Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance. Applied Linguistics Review, online., 1-34 Zhu, X., Liao, X.*, & Cheong, C. M. (2019). Strategy use in oral communication with competent synthesis and complex interaction. Journal of Psycholinguistic Research, online version, 1-21 廖先 (2019)。 小學生閱讀策略探究：學理辨析與框架建構。 語文建設，10，28-31 廖先、祝新華 (2019)。 多文本閱讀的課程規劃與實施。 語文學習，5，10-15 Cheong, C. M., Zhu, X., & Liao, X.* (2018). Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing, 31(4), 779–811-17 Loh, E. K. Y., Liao, X., & Leung, S. O. (2018). Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL). System, 74, 206-216 Zhu, X., Li, X., Yu, G., Cheong, C. M., & Liao, X. (2016). Exploring the relationships between independent listening and listening-reading-writing tasks in Chinese language testing: Toward a better understanding of the construct underlying integrated writing tasks. Language Assessment Quarterly, 13(3), 167-185 Zhu, X., Liao, X.*, & Deng, M. (2016). Concerns of secondary school teachers about reforming Chinese language instruction with the use of a comprehension process model of reading in Hong Kong. L1-Educational Studies in Language and Literature, 16, 1-17 廖先 (2013)。 促進閱讀的評估：有效的廣泛閱讀評估策略。 教育理論與實踐，33，48-50 祝新華，廖先 (2013)。 通過主題閱讀提升學生的閱讀素養：理念、策略與實驗探索。 教育研究，6，101-106 廖先，祝新華 (2010)。 從國際閱讀項目的最近發展探討閱讀評估策略。 Global Education 《全球教育展望》(CSSCI journal)，12，53-59
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