References
- Apel K. 2011. What is orthographic knowledge? Language, Speech, and Hearing Services in Schools, 42: 592–603.
- Apel K., Wilson-Fowler E.B., Brimo D., Perrin N.A. 2012a. Metalinguistic contributions to reading and spelling in second and third grade students. Reading and Writing, 25: 1–23.
- Apel K., Kim Y.-S., Al Otaiba S., Brimo D. 2012b. The influence of linguistic awareness skills on early literacy abilities of at-risk students. Poster presented at the Society for Scientific Studies of Reading. Montreal, Canada.
- Apel K., Wolter J.A., Masterson J.J. 2006. Effects of phonotactic and orthotactic probabilities during fast-mapping on five year-olds’ learning to spell’. Developmental Neuropsychology, 29: 21–42.
- August D., Shanahan T. 2006. Developing literacy in second-language learners. Report on the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum.
- Berninger V.W., Abbott R.D., Nagy W., Carlisle J. 2010. Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39: 141–163.
- Bourassa D.C., Treiman R. 2001. Spelling development and disability: the importance of linguistic factors. Language, Speech, and Hearing Services in Schools, 32: 172–188.
- Dunn L.M., Dunn D.M. 2007. Peabody picture vocabulary test – 4. Bloomington, MN: Pearson.
- Gillon G. 2004. Phonological awareness: from research to practice. New York: The Guildford Press.
- Haynes M., Carr T.H. 1990. Writing system background and second language reading: a component skills analysis of English reading by native speaker-readers of Chinese. In: Carr T.H., Levy B.A. (eds.), Reading and its development: component skills approaches. Toronto: Academic Press. pp. 375–421.
- Holm A., Dodd B. 1996. The effect of first written language on the acquisition of English literacy. Cognition, 59: 119–147.
- Joshi R., Sha Tao, Aaron P.G., Quiroz B. 2012. Cognitive components of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45: 480–486.
- Koda K. 1989. Effects of L1 orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research, 18: 201–222.
- Larsen S.C., Hammill D.D., Moats L.C. 1999. Test of written spelling. Austin, TX: Pro-Ed.
- McBride-Chang C., Shu H., Zhou A., Wat C.P., Wagner R.K. 2003. Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95: 743.
- Perfetti C.A. 1997. The psycholinguistics of spelling and reading. In Perfetti C.A., Rieben L., Fayol M. (eds.), Learning to spell: research, theory, and practice across languages. Mahweh, NJ: Erlbaum. p. 21–38.
- Shu H., McBride-Chang C., Wu S., Liu H. 2006. Understanding Chinese developmental dyslexia: morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98: 122.
- Siegler R.S. 2005. Children's learning. American Psychologist, 60: 769–778.
- Torgesen J.K., Bryant B.R. 2004. Test of phonological awareness. 2nd edn: Plus. Austin, TX: Pro-Ed.
- Wang M., Geva E. 2003a. Spelling performance of Chinese children using English as a second language: lexical and visual-orthographic processes. Applied Psycholinguistics, 24: 1–25.
- Wang M., Geva E. 2003b. Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16: 325–348.
- Wolter J.A., Wood A., D'zatko K.W. 2009. The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40: 286–301.
- Woodcock R.W. 1998. Woodcock reading mastery tests – revised. Circle Pines, MN: AGS.
- Yeong S.H., Liow S.J.R. 2010. Phonemic representation and early spelling errors in bilingual children. Scientific Studies of Reading, 14: 387–406.
- Yeong S.H., Liow S.J.R. 2011. Predictors of early spelling development in English: comparison of English-L1 and Mandarin-L1 bilingual children. Journal of Educational Psychology, 103: 70–488.