about
Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4.Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English.Bringing development into a universal model of reading.Tone matters for Cantonese-English bilingual children's English word reading development: A unified model of phonological transfer.On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study.A tale of two writing systems: double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children.Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency.Models of English and Chinese word reading for adolescent Chinese–English bilingualsWithin- and cross-language contributions of morphological awareness to word reading development in Chinese–English bilingual childrenDouble dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awarenessCracking the Chinese character: radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word readingTune in to the Tone: Lexical Tone Identification is Associated with Vocabulary and Word Recognition Abilities in Young Chinese ChildrenDiscourse-level reading comprehension in Chinese children: what is the role of syntactic awareness?Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehensionEmergent Attentional Bias Toward Visual Word Forms in the Environment: Evidence From Eye Movements
P2860
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P2860
description
2010 nî lūn-bûn
@nan
2010年の論文
@ja
2010年論文
@yue
2010年論文
@zh-hant
2010年論文
@zh-hk
2010年論文
@zh-mo
2010年論文
@zh-tw
2010年论文
@wuu
2010年论文
@zh
2010年论文
@zh-cn
name
Developmental models of learning to read Chinese words.
@en
type
label
Developmental models of learning to read Chinese words.
@en
prefLabel
Developmental models of learning to read Chinese words.
@en
P356
P1476
Developmental models of learning to read Chinese words.
@en
P2093
Xiuli Tong
P304
P356
10.1037/A0020611
P577
2010-11-01T00:00:00Z