Properties of school Chinese: implications for learning to read.
about
The Left Fusiform Gyrus is a Critical Region Contributing to the Core Behavioral Profile of Semantic Dementia.Association of DCDC2 Polymorphisms with Normal Variations in Reading Abilities in a Chinese PopulationDevelopmental differences in the influence of phonological similarity on spoken word processing in Mandarin Chinese.Data analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: preliminary theoretical interpretations.Neural division of labor in reading is constrained by culture: a training study of reading Chinese characters.Cultural constraints on brain development: evidence from a developmental study of visual word processing in mandarin chinese.Genetic and environmental influences on Chinese language and reading abilitiesAnnual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.Association of the DYX1C1 dyslexia susceptibility gene with orthography in the Chinese populationTwo dissociable aspects of feeling-of-knowing: knowing that you know and knowing that you do not know.Development of brain networks involved in spoken word processing of Mandarin ChineseTracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study.Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia.Saccade-target selection of dyslexic children when reading ChineseThe Contributions of Segmental and Suprasegmental Information in Reading Chinese Characters Aloud.Optimizing the Learning Order of Chinese Characters Using a Novel Topological Sort Algorithm.Phonemes matter: the role of phoneme-level awareness in emergent Chinese readers.The Neural Correlates of the Interaction between Semantic and Phonological Processing for Chinese Character ReadingSimulating Language-specific and Language-general Effects in a Statistical Learning Model of Chinese ReadingToward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.Sensitivity to Stroke Emerges in Kindergartners Reading Chinese Script.Readers of Chinese extract semantic information from parafoveal words.Word naming and psycholinguistic norms: Chinese.Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children.Morphological structure processing during word recognition and its relationship to character reading among third-grade Chinese children.Iconicity of simple Chinese characters.Change in subtle N170 specialization in response to Chinese characters and pseudocharacters.Contextual self-organizing map: software for constructing semantic representations.On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study.Early stage visual-orthographic processes predict long-term retention of word form and meaning: a visual encoding training study.Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia.Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones.Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.Disrupted white matter connectivity underlying developmental dyslexia: A machine learning approach.Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers.Cross-modal working memory binding and word recognition skills: how specific is the link?The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension.Individualized Prediction of Reading Comprehension Ability Using Gray Matter Volume.Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.Chinese children's early knowledge about writing.
P2860
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P2860
Properties of school Chinese: implications for learning to read.
description
2003 nî lūn-bûn
@nan
2003年の論文
@ja
2003年論文
@yue
2003年論文
@zh-hant
2003年論文
@zh-hk
2003年論文
@zh-mo
2003年論文
@zh-tw
2003年论文
@wuu
2003年论文
@zh
2003年论文
@zh-cn
name
Properties of school Chinese: implications for learning to read.
@en
type
label
Properties of school Chinese: implications for learning to read.
@en
prefLabel
Properties of school Chinese: implications for learning to read.
@en
P2093
P2860
P356
P1433
P1476
Properties of school Chinese: implications for learning to read.
@en
P2093
Ningning Wu
Richard C Anderson
P2860
P356
10.1111/1467-8624.00519
P577
2003-01-01T00:00:00Z