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International Journal of Disability, Development and Education Volume 59, 2012 - Issue 4
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Articles

Training Orthographic and Sentence Structures Helps Poor Readers in Chinese

Che Kan Leong Department of Educational Psychology and Special Education, University of Saskatchewan, Saskatchewan, Canada; Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, ChinaCorrespondence[email protected]
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Man Koon Ho Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China
Pages 359-378 | Published online: 06 Nov 2012

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Wenxiu Zhang, Lihuan Zhang, Li Liu & Shudong Zhang. (2021) Improving Orthographic Awareness and Reading Fluency in Chinese Children with Dyslexia: A Case Study. Reading & Writing Quarterly 37:1, pages 1-16.
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Articles from other publishers (6)

Pui-sze Yeung. (2022) A model of Chinese reading comprehension: The role of cognition and motivation. Learning and Individual Differences 99, pages 102202.
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Pui‐sze Yeung, Connie Suk‐han Ho, David Wai‐ock Chan & Kevin Kien‐hoa Chung. (2020) Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading 43:2, pages 201-228.
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Yang Dong, Shu-Na Peng, Yuan-Ke Sun, Sammy Xiao-Ying Wu & Wei-Sha Wang. (2020) Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis. Frontiers in Psychology 10.
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Shenai Hu, Maria Vender, Gaetano Fiorin & Denis Delfitto. (2017) Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties. Journal of Learning Disabilities 51:2, pages 181-193.
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Pui-sze Yeung, Connie Suk-han Ho, David Wai-ock Chan & Kevin Kien-hoa Chung. (2016) Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals. Reading and Writing 29:9, pages 1935-1958.
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Che Kan Leong. 2015. Cognition, Intelligence, and Achievement. Cognition, Intelligence, and Achievement 149 171 .

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