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Sheila Cira Chung, Esther Geva, Xi Chen & S. Helene Deacon. (2021) Do We ‘Laugh’ or ‘La8gh’? Early Print Knowledge and Its Relation to Learning to Read in English and French. Scientific Studies of Reading 25:6, pages 519-533.
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Che Kan Leong, Shek Tse, Wing Ki & Elizabeth Loh. (2019) Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance. International Journal of Disability, Development and Education 66:5, pages 455-477.
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Articles from other publishers (18)
Sheila Cira Chung, PohWee Koh, Xi Chen & S. Hélène Deacon. (2022) Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?. Reading and Writing 36:3, pages 517-539.
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Haiwei Zhang & Leah Roberts. (2022) The influence of L1 script directionality and L2 proficiency on Hanzi learning among Arabic and English learners of L2 Chinese. International Review of Applied Linguistics in Language Teaching 60:4, pages 1039-1062.
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Aiping Zhao, Ying Guo & Megan Schneider Dinnesen. (2021) The direct and indirect effects of language and cognitive skills on Chinese reading comprehension. Reading and Writing 35:3, pages 539-564.
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George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira & Kan Guo. (2021) Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. Annals of Dyslexia 71:1, pages 5-27.
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Aiping Zhao, Ying Guo, Shuyan Sun, Mark H. C. Lai, Allison Breit & Miao Li. (2021) The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation. Frontiers in Psychology 12.
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Dan Lin, Jianhong Mo, Yingyi Liu & Hong Li. (2019) Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese. Frontiers in Psychology 10.
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YANLING ZHOU & CATHERINE MCBRIDE. (2015) The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children. Bilingualism: Language and Cognition 21:4, pages 765-781.
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Xi Chen & Adrian Pasquarella. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Su Li & Li Yin. (2017) Sensitivity to Stroke Emerges in Kindergartners Reading Chinese Script. Frontiers in Psychology 8.
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Youyi Liu, George K. Georgiou, Yuping Zhang, Hong Li, Hongyun Liu, Shuang Song, Cuiping Kang, Bingjie Shi, Wei Liang, Jinger Pan & Hua Shu. (2017) Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research 82, pages 75-90.
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Li-Jen Kuo, Tae-Jin Kim, Xinyuan Yang, Huiwen Li, Yan Liu, Haixia Wang, Jeong Hyun Park & Ying Li. (2015) Acquisition of Chinese characters: the effects of character properties and individual differences among second language learners. Frontiers in Psychology 6.
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Yi Qian, Yao-Wu Song, Jing Zhao & Hong-Yan Bi. (2014) The developmental trend of orthographic awareness in Chinese preschoolers. Reading and Writing 28:4, pages 571-586.
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Li-Jen Kuo, Ying Li, Mark Sadoski & Tae-Jin Kim. (2014) Acquisition of Chinese characters: the effects of character properties and individual differences among learners. Contemporary Educational Psychology 39:4, pages 287-300.
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Chieh-Fang Hu. (2012) Predictors of reading in children with Chinese as a first language: a developmental and cross-linguistic perspective. Reading and Writing 26:2, pages 163-187.
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