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Personal Directory Information


Name: Yuanzhong  Zhang
Institution: Miami-Dade Community College
Email: click here to access email
State and/or Country: AZ
USA   
Linguistic Field(s): General Linguistics
Specialty: Applied Linguistics and Language Teaching
Subject Language(s): English
Language Family(ies): New English
Selected Publications: Supporting adult learners’ use of reading strategies through effective literacy scaffolding. International Forum of Teaching and Studies (ISSN: 1555-872X) (7) 2, 20-31. (2011)

Textual cohesion: Metalinguistic strategies in reading and writing. National Reading Conference Online Library. [ftp://conflibs.nrconline.org/59th_Annual_Mtg/Zhang2009NRCPaper.pdf]. (2009)

The effects of metacognitive awareness on readers' comprehension: Additional evidence for acquisition-based reading instruction. In W. Hu & Q. Wen (Eds.) ELT in China (4): Selected Papers from the 4th International Conference on ELT in China (ISBN: 978-7-5600- 6611-0) (pp. 250-270). Beijing, China: Foreign Language Teaching and Research Press. (2007)

Problems and prospects: Putting theories and practices of reading assessment in the context of history. In the 2003-04 Chinese American Educational Research Development Association (CAERDA) Conference
Proceedings. [CD-Rom]. (2004)

Making meaning in a digital literacy club: Teachers’ talk of beliefs about e-mail communication in literacy learning and teaching. In Y. Sait-Abbott, R. Donovan, & T. F. Abbott (Eds.) Emerging technologies in teaching languages and cultures (Vol 2 & 3) (pp. 129-158) (ISBN: 1-930785-16-X). San Diego, CA: Language Resource Acquisition Center Press of San Diego State University (Also included in Education Resources Information Center (ERC); ERIC ED: 471848). (2003)

Re-conceptualizing engagement in reading through miscue research. Southern Arizona Review (ISSN: 1530-4442), vol 3, 9-30. (Also included in Education Resources Information Center (ERC); ERIC Documents ED 471847). (2001)

Intertextual Dynamics: Understanding the Reading and Inquiry Processes of Competent Readers in a Collaborative Learning Environment. ERIC Documents ED 474062. (1999/2000)
Courses Taught: RED 3009 Early and Emergent Literacy (3 semester hours);
RED 3352 Reading in Content Areas (3 semester hours);
CRT 205 Critical Thinking (3 semester hours);
EN 103 English for Specialized Programs (5 semester hours);
TOEFL Preparatory Course



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