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Haomin (Stanley) Zhang, Jiexin Lin, Xi Cheng, Chichi Wang & Xiaobao Wei. (2023) Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition. The Journal of General Psychology 150:3, pages 278-294.
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Ibrahim Abdalla Asadi & Khaloob Kawar. (2023) Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade. Literacy Research and Instruction 0:0, pages 1-17.
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Shawn Hemelstrand, Brian W. L. Wong, Catherine McBride, Urs Maurer & Tomohiro Inoue. (2023) The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach. Scientific Studies of Reading 0:0, pages 1-20.
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Özer Akgün & Gönül Akçamete. (2023) The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia. Reading & Writing Quarterly 0:0, pages 1-26.
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Yan Gan, Jie Zhang, Lana Kharabi-Yamato, Yongqiang Su, Jiawen Zhang, Yueyao Jiang, Yi Hui & Hong Li. (2023) The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2. Scientific Studies of Reading 27:3, pages 215-231.
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Xiaomeng Chen, Lelin Liang & Minghui Lu. (2023) Braille Reading Accuracy in Chinese Students with Visual Impairments: The Effects of Visual Status and Braille Reading Patterns. International Journal of Disability, Development and Education 70:1, pages 120-135.
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Jiexin Lin & Haomin Zhang. (2023) Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students. The Journal of General Psychology 150:1, pages 120-141.
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Tomohiro Inoue, Su-Zhen Zhang & George K. Georgiou. (2022) Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development. Educational Psychology 42:8, pages 991-1007.
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Karin Landerl, Anne Castles & Rauno Parrila. (2022) Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading 26:2, pages 111-124.
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Cevriye Ergül, Zeynep Bahap Kudret, Meral Ç. Ökcün-Akçamuş, Gözde Akoğlu, Ergül Demir & Burcu Kılıç Tülü. (2022) How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography. Literacy Research and Instruction 61:1, pages 41-60.
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Xiujie Yang & Catherine McBride. (2020) How do phonological processing abilities contribute to early Chinese reading and mathematics?. Educational Psychology 40:7, pages 893-911.
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Jinger Pan, Xin Cui, Catherine McBride & Hua Shu. (2020) An Investigation of the Bidirectional Relations of Word Reading to Timed Visual Tasks Involving Different Levels of Phonological Processing in Chinese. Scientific Studies of Reading 24:4, pages 275-291.
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Susana Araújo & Luís Faísca. (2019) A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia. Scientific Studies of Reading 23:5, pages 349-368.
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Karin Landerl, H. Harald Freudenthaler, Moritz Heene, Peter F. De Jong, Alain Desrochers, George Manolitsis, Rauno Parrila & George K. Georgiou. (2019) Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency. Scientific Studies of Reading 23:3, pages 220-234.
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Congying Sun, Lee Branum-Martin, Peng Peng & Sha Tao. (2018) Phonology, Orthography, and Decoding Skills Within and Across English and Chinese. Scientific Studies of Reading 22:5, pages 401-419.
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Peter T. Daniels & David L. Share. (2018) Writing System Variation and Its Consequences for Reading and Dyslexia. Scientific Studies of Reading 22:1, pages 101-116.
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Yu‐Ju Chen & Lili Yeh. (2023) Dynamic association between phonemic awareness and disordered speech recognition moderated by transcription training. International Journal of Language & Communication Disorders 58:6, pages 2178-2199.
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Kevin Kien Hoa Chung, Chun Bun Lam, Kevin Shing-Chi Chan, Alfred S. Y. Lee, Catrina Liu & Li-Chih Wang. (2023) Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?. Journal of Learning Disabilities.
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Haiwei Zhang, Peijian Paul Sun, Xueyan Zhang, Silin Fan & Yunji Zhang. (2023) A Systematic Review of Chinese Character Size Tests From 1930 to 2021. SAGE Open 13:3.
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Irini K. Zerva. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood
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Stephan Kuester-Gruber, Theda Faisst, Vera Schick, Giulia Righetti, Christoph Braun, Angelika Cordey-Henke, Matthias Klosinski, Ching-Chu Sun & Susanne Trauzettel-Klosinski. (2023) Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia?. PLOS ONE 18:2, pages e0282200.
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Chun Bun Lam & Kevin Kien Hoa Chung. (2023) Maternal warmth moderates the longitudinal associations of family economic pressure with early reading and writing skills among Chinese children. Learning and Individual Differences 101, pages 102246.
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