Citations (39)
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Read on this site (10)
Dorit Aram & Coral A. Shachar. (2024) “Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress. Early Education and Development 35:3, pages 511-530.
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Catherine McBride, Dora Jue Pan & Fateme Mohseni. (2022) Reading and Writing Words: A Cross-Linguistic Perspective. Scientific Studies of Reading 26:2, pages 125-138.
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Ying Guo, Cynthia Puranik, Ben Kelcey, Jing Sun, Megan Schneider Dinnesen & Allison Breit-Smith. (2021) The Role of Home Literacy Practices in Kindergarten Children’s Early Writing Development: A One-Year Longitudinal Study. Early Education and Development 32:2, pages 209-227.
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Carrie Lau, Ying Wang, Stephanie W Y Chan, Eva E Chen, Catherine McBride, Shek Kam Tse, Ben Richards & Nirmala Rao. (2020) Promoting Chinese Literacy in South Asian Preschoolers and their Mothers in Hong Kong: An Intervention Study. Early Education and Development 31:4, pages 561-581.
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Jason Chor Ming Lo, Yanyan Ye, Xiuhong Tong, Catherine McBride, Connie Suk-han Ho & Mary Miu Yee Waye. (2018) Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong. Writing Systems Research 10:1, pages 26-42.
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Dorit Aram, Inbal Cohen Meidan & Deborah Bergman Deitcher. (2016) A Comparison Between Homeschooled and Formally Schooled Kindergartners: Children's Early Literacy, Mothers’ Beliefs, and Writing Mediation. Reading Psychology 37:7, pages 995-1024.
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Duo Liu & Xiaoqin Zhu. (2016) The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level. Writing Systems Research 8:2, pages 218-233.
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Iris Levin, Dorit Aram, Liliana Tolchinsky & Catherine McBride. (2013) Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet. Writing Systems Research 5:2, pages 134-155.
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Silvia
Siu-Yin Lam & Catherine McBride-Chang. (2013) Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research 5:1, pages 88-109.
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Dorit Aram, Idit Bazelet & Hagit Goldman. (2010) Early literacy and parental writing mediation in young children with and without ADHD. European Journal of Special Needs Education 25:4, pages 397-412.
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Articles from other publishers (29)
Sylvia Chanda Kalindi & Catherine McBride. 2023. Handbook of Literacy in Africa. Handbook of Literacy in Africa
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Gary E. Bingham, Hope K. Gerde, Chenyi Zhang & Xiao Y. Zhang. (2022) Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches. The Reading Teacher 76:4, pages 390-399.
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Adi Elimelech & Dorit Aram. (2022) Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling
game. Written Language & Literacy Written Language and Literacy 25:2, pages 159-182.
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Yan‐Ling Zhou. (2021) The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens. Foreign Language Annals 54:4, pages 1082-1106.
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Jeung-Ryeul Cho, Catherine McBride & Bonghee Kim. (2019) Effective teaching instructions for Hangul learning among Korean kindergartners. Reading and Writing 33:7, pages 1791-1808.
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. 2019. Learning through Language. Learning through Language.
Tik-Sze Carrey Siu, Catherine McBride, Chi-Shing Tse, Xiuhong Tong & Urs Maurer. (2018) Evaluating the Effects of Metalinguistic and Working Memory Training on Reading Fluency in Chinese and English: A Randomized Controlled Trial. Frontiers in Psychology 9.
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Jeung-Ryeul Cho & Catherine McBride. (2017) Maternal literate mediation of writing and Korean children’s reading and writing across 1 year. Reading and Writing 31:3, pages 679-701.
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Monique Sénéchal, Josée Whissell & Ashley Bildfell. 2017. Theories of Reading Development. Theories of Reading Development
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Safieh Hassunah Arafat, Ofra Korat, Dorit Aram & Elinor Saiegh-Haddad. (2017) Continuity in literacy achievements from kindergarten to first grade: a longitudinal study of Arabic-speaking children. Reading and Writing 30:5, pages 989-1007.
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JEUNG-RYEUL CHO, CATHERINE McBRIDE & DAN LIN. (2016) The relation of maternal literate mediation strategies and socioemotional comments to Korean children's Hangul reading. Applied Psycholinguistics 38:1, pages 155-179.
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Diana Leyva, Catherine S. Tamis-LeMonda, Hirokazu Yoshikawa, Carmen Jimenez-Robbins & Lauren Malachowski. (2017) Grocery games: How ethnically diverse low-income mothers support children’s reading and mathematics. Early Childhood Research Quarterly 40, pages 63-76.
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Duo Liu, Kevin K. H. Chung & Catherine McBride. (2015) The role of SES in Chinese (L1) and English (L2) word reading in Chinese‐speaking kindergarteners. Journal of Research in Reading 39:3, pages 268-291.
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Fuk-chuen Ho & Linda S. Siegel. (2014) A Study of the Relationships Among Chinese Multicharacter Words, Subtypes of Readers, and Instructional Methods. Journal of Learning Disabilities 49:1, pages 97-110.
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Dorit Aram & Orit Chorowicz Bar-Am. (2016) Mothers helping their preschool children to spell words: A comparison between interactions using the computer vs. pencil and paper. International Journal of Child-Computer Interaction 7, pages 15-21.
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Dorit Aram & Iris Levin. 2016. Written and Spoken Language Development across the Lifespan. Written and Spoken Language Development across the Lifespan
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Joan Perera, Melina Aparici, Elisa Rosado & Naymé Salas. 2016. Written and Spoken Language Development across the Lifespan. Written and Spoken Language Development across the Lifespan
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Sylvia Chanda Kalindi, Catherine McBride, Xiuhong Tong, Natalie Lok Yee Wong, Kien Hoa Kevin Chung & Chia-Ying Lee. (2015) Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of Dyslexia 65:2, pages 53-68.
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Samantha W. Bindman, Lori E. Skibbe, Annemarie H. Hindman, Dorit Aram & Frederick J. Morrison. (2014) Parental writing support and preschoolers’ early literacy, language, and fine motor skills. Early Childhood Research Quarterly 29:4, pages 614-624.
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Christophe Joigneaux. (2013) La littératie précoce. Ce que les enfants font avec l’écrit avant qu’il ne leur soit enseigné. Revue française de pédagogie:185, pages 117-161.
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Rufan Luo, Catherine S. Tamis-LeMonda & Lulu Song. (2013) Chinese parents’ goals and practices in early childhood. Early Childhood Research Quarterly 28:4, pages 843-857.
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Lori E. Skibbe, Samantha W. Bindman, Annemarie H. Hindman, Dorit Aram & Frederick J. Morrison. (2013) Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills. Reading Research Quarterly 48:4, pages 387-401.
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Pui-sze Yeung, Connie Suk-han Ho, David Wai-ock Chan & Kevin Kien-hoa Chung. (2012) Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing 26:7, pages 1195-1221.
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Catherine McBride-Chang, Hsuan-Chih Chen, Benjawan Kasisopa, Denis Burnham, Ronan Reilly & Paavo Leppänen. (2012) What and where is the word?. Behavioral and Brain Sciences 35:5, pages 295-296.
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Dan Lin, Catherine McBride‐Chang, Dorit Aram & Iris Levin. (2011) Mother–child joint writing in Chinese kindergarteners: metalinguistic awareness, maternal mediation and literacy acquisition. Journal of Research in Reading 34:4, pages 426-442.
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Rebecca Treiman & Li Yin. (2011) Early differentiation between drawing and writing in Chinese children. Journal of Experimental Child Psychology 108:4, pages 786-801.
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Dorit Aram. (2010) Writing with young children: a comparison of paternal and maternal guidance. Journal of Research in Reading 33:1, pages 4-19.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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Catherine McBride-Chang, Yvonne Y. Y. Chow & Xiuli Tong. 2010. Literacy Development and Enhancement Across Orthographies and Cultures. Literacy Development and Enhancement Across Orthographies and Cultures
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