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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 26, 2006 - Issue 3
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Original Articles

Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

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Pages 367-393 | Published online: 19 Jan 2007

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Ye Shen, Rui Wang, Fan Zhang, Christina Areizaga Barbieri & Adrian Pasquarella. (2022) The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study. International Journal of Bilingual Education and Bilingualism 25:10, pages 3773-3790.
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Stephen H. Chen, Qing Zhou & Yuuko Uchikoshi. (2021) Heritage language socialization in Chinese American immigrant families: prospective links to children’s heritage language proficiency. International Journal of Bilingual Education and Bilingualism 24:8, pages 1193-1209.
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Yea-Ru Tsai, Cheryl Ernst & PaulC. Talley. (2010) L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers. Reading Psychology 31:1, pages 1-29.
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Mariëlle J. L. Prevoo, Maike Malda, Judi Mesman & Marinus H. van IJzendoorn. (2016) Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background. Review of Educational Research 86:1, pages 237-276.
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Susanna S. Yeung & Fraide A. Ganotice. (2013) The Role of Phonological Awareness in Biliteracy Acquisition Among Hong Kong Chinese Kindergarteners Who Learn English-as-a-Second Language (ESL). The Asia-Pacific Education Researcher 23:3, pages 333-343.
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Yuuko Uchikoshi & Stefka H. Marinova-Todd. (2011) Language proficiency and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada. Reading and Writing 25:9, pages 2107-2129.
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WING-SZE LI & CONNIE SUK-HAN HO. (2010) Lexical tone awareness among Chinese children with developmental dyslexia*. Journal of Child Language 38:4, pages 793-808.
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Monica Melby‐Lervåg & Arne Lervåg. (2011) Cross‐linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: a meta‐analysis of the correlational evidence. Journal of Research in Reading 34:1, pages 114-135.
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Kevin Kien Hoa ChungConnie Suk-Han Ho. (2009) Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?. Journal of Learning Disabilities 43:3, pages 195-211.
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Xiuli Tong & Catherine McBride-Chang. (2009) Chinese-English biscriptal reading: cognitive component skills across orthographies. Reading and Writing 23:3-4, pages 293-310.
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Xi Chen, Yu-Min Ku, Emiko Koyama, Richard C. Anderson & Wenling Li. (2008) Development of Phonological Awareness in Bilingual Chinese Children. Journal of Psycholinguistic Research 37:6, pages 405-418.
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M. Ferrero & E. Goikoetxea. (2007) Entrenamiento en conocimiento fonológico en lengua euskera: estudio de caso único. Revista de Logopedia, Foniatría y Audiología 27:4, pages 198-203.
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