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Scientific Studies of Reading Volume 8, 2004 - Issue 4
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Original Articles

The Implicit and Explicit Learning of Orthographic Structure and Function of a New Writing System

Min Wang
,
Ying Liu
&
Charles A. Perfetti
Pages 357-379 | Published online: 19 Nov 2009

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Tianxu Chen. (2022) Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters. Language Awareness 31:1, pages 73-94.
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Elizabeth Ka Yee Loh, Xian Liao, Shing On Leung & Loretta Chung Wing Tam. (2021) How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity. Language Awareness 30:3, pages 297-316.
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Yu Ka Wong. (2017) The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development. Language Awareness 26:3, pages 211-225.
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Stephanie Wingyan Lo-Philip. (2014) Chinese L2 literacy practices: material and sociocultural considerations. Language and Education 28:3, pages 237-250.
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Che Kan Leong, Shek Kam Tse, Ka Yee Loh & Wing Wah Ki. (2011) Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabaries. Reading Psychology 32:3, pages 237-271.
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Yang C. Luo, Xi Chen, S. Hélène Deacon & Hong Li. (2011) Development of Chinese orthographic processing: A cross-cultural perspective. Writing Systems Research 3:1, pages 69-86.
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Linlin Zhang & Hongbing Xing. (2023) The interaction of orthography, phonology and semantics in the process of second language learners’ Chinese character production. Frontiers in Psychology 14.
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Tikky S. P. Chan, Elizabeth K. Y. Loh & Cathy O. Y. Hung. (2021) A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance. Current Psychology 42:6, pages 4543-4554.
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Yi Xu, Li-Yun Chang & Charles A. Perfetti. (2014) The Effect of Radical-Based Grouping in Character Learning in Chinese as a Foreign Language. The Modern Language Journal 98:3, pages 773-793.
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Che Kan Leong, Ka Yee Loh, Wing Wah Ki & Shek Kam Tse. (2011) Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia. Annals of Dyslexia 61:1, pages 136-160.
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Michael E. Everson. (2011) Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners. Annual Review of Applied Linguistics 31, pages 249-274.
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Min Wang, Keiko Koda & Charles A Perfetti. (2004) Language and writing systems are both important in learning to read: a reply to Yamada. Cognition 93:2, pages 133-137.
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