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Scientific Studies of Reading Volume 26, 2022 - Issue 2: Processes of Reading and its Development across Orthographies: State of the Science
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Research Article

Reading and Writing Words: A Cross-Linguistic Perspective

Catherine McBrideDepartment of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6212-3511View further author information
ORCID Icon,
Dora Jue PanDepartment of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong KongView further author information
&
Fateme MohseniDepartment of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong KongView further author information
Pages 125-138 | Published online: 28 Apr 2021

Citations (11)

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Read on this site (3)

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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Ludo Verhoeven & Karin Landerl. (2022) Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science. Scientific Studies of Reading 26:2, pages 91-95.
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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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Articles from other publishers (8)

Nafiseh Faghihi & Jyotsna Vaid. (2023) Reading/writing direction as a source of directional bias in spatial cognition: Possible mechanisms and scope. Psychonomic Bulletin & Review 30:3, pages 843-862.
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Elsje van Bergen, Sara A. Hart, Antti Latvala, Eero Vuoksimaa, Asko Tolvanen & Minna Torppa. (2022) Literacy skills seem to fuel literacy enjoyment, rather than vice versa. Developmental Science 26:3.
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Thomas Lachmann & Kirstin Bergström. (2023) The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. Journal of Cultural Cognitive Science.
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Xi Cheng & Haomin (Stanley) Zhang. (2022) Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper‐elementary Chinese students. Journal of Research in Reading 46:1, pages 86-103.
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Tomohiro Inoue, Mo Zheng, Kelvin Fai Hong Lui, Catherine McBride & Connie Suk-Han Ho. (2023) Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese. Early Childhood Research Quarterly 63, pages 73-84.
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Nurziya Oralbayeva, Aida Amirova, Anna CohenMiller & Anara Sandygulova. (2022) Cognitive Learning and Robotics: Innovative Teaching for Inclusivity. Multimodal Technologies and Interaction 6:8, pages 65.
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Xiaomeng Li & Keiko Koda. (2022) Linguistic constraints on the cross-linguistic variations in L2 word recognition. Reading and Writing 35:6, pages 1401-1424.
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Ziming Lu, Ying Dai & Yicheng Wu. (2022) Spanish L2 Chinese Learners’ Awareness of Morpho-Syntactic Structures in the Reading Comprehension of Splittable Compounds. Frontiers in Psychology 12.
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