References

References

Anthony, J. L., & Francis, D. J.
(2005) Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259. CrossrefGoogle Scholar
Anglin, J. M.
(1985) The child’s expressible knowledge of word concepts. In K. E. Nelson (Ed.), Children’s language (Vol. 5, pp. 77–127). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Anthony, J. L., & Lonigan, C. J.
(2004) The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96(1), 43–55. CrossrefGoogle Scholar
Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R.
(2003) Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470–487. CrossrefGoogle Scholar
Arciuli, J., Monaghan, P., & Seva, N.
(2010) Learning to assign lexical stress during reading aloud: Corpus, behavioral, and computational investigations. Journal of Memory and Language, 63(2), 180–196. CrossrefGoogle Scholar
Beck, I., & McKeown, M.
(1991) Conditions of vocabulary acquisition. In R. Barr, M. L Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789–814). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Bedore, L. M., Peña, E. D., Garcia, M., & Cortez, C.
(2005) Conceptual versus monolingual scoring when does it make a difference? Language, Speech, and Hearing Services in Schools, 36(3), 188–200. CrossrefGoogle Scholar
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(2), 141–163. CrossrefGoogle Scholar
Bialystok, E., McBride-Chang, C., & Luk, G.
(2005) Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97(4), 580–590. CrossrefGoogle Scholar
Caravolas, M.
(2006) Refining the psycholinguistic grain size theory: effects of phonotactics and word formation on the availability of phonemes to preliterate children. Developmental Science, 9(5), 445–447. CrossrefGoogle Scholar
Carlisle, J. F.
(1995) Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C.
(2003) The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913–923. CrossrefGoogle Scholar
Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H.
(2009) The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631. CrossrefGoogle Scholar
Chen, X., Xu, F., Nguyen, T. K., Hong, G., & Wang, Y.
(2010) Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102(3), 712–728. CrossrefGoogle Scholar
Cheung, H., Chen, H. C., Lai, C. Y., Wong, O. C., & Hills, M.
(2001) The development of phonological awareness: Effects of spoken language experience and orthography. Cognition, 81(3), 227–241. CrossrefGoogle Scholar
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S. H.
(2010) Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese–English bilingual children. Journal of Educational Psychology, 102(2), 367–380. CrossrefGoogle Scholar
Chow, B. W. Y., McBride-Chang, C., & Burgess, S.
(2005) Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97(1), 81–87. CrossrefGoogle Scholar
Chung, K. K., & Ho, C. S. H.
(2010) Dyslexia in Chinese language: An overview of research and practice. Australian Journal of Learning Difficulties, 15(2), 213–224. CrossrefGoogle Scholar
Chung, K. K., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H.
(2010) Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia, 16(1), 2–23. CrossrefGoogle Scholar
Clark, E. V., Gelman, S. A., & Lane, N. M.
(1985) Compound nouns and category structure in young children. Child Development, 56(1), 84–94. CrossrefGoogle Scholar
Clin, E., Wade-Woolley, L., & Heggie, L.
(2009) Prosodic sensitivity and morphological awareness in children’s reading. Journal of Experimental Child Psychology, 104(2), 197–213. CrossrefGoogle Scholar
Cobo-Lewis, A. B., Eilers, R. E., Pearson, B. Z., & Umbel, V. C.
(2002) Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 118–132). Clevedon: Multilingual Matters.Google Scholar
Cronin, V. S.
(2002) The syntagmatic–paradigmatic shift and reading development. Journal of Child Language, 29(1), 189–204. CrossrefGoogle Scholar
Cronin, V., Pratt, M., Abraham, J., Howell, D., Bishop, S., & Manning, A.
(1986) Word association and the acquisition of reading. Journal of Psycholinguistic Research, 15(1), 1–11. CrossrefGoogle Scholar
Cunningham, T. H., & Graham, C.
(2000) Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer from foreign to first language. Journal of Educational Psychology, 92(1), 37–49. CrossrefGoogle Scholar
David, D., Wade‐Woolley, L., Kirby, J. R., & Smithrim, K.
(2007) Rhythm and reading development in school‐age children: A longitudinal study. Journal of Research in Reading, 30(2), 169–183. CrossrefGoogle Scholar
Duanmu, S.
(1998) Wordhood in Chinese. In J. Packard (Ed.), New approaches to Chinese word formation: Morphology, phonology and the lexicon in modern and ancient Chinese (pp. 135–196). Berlin: Walter de Gruyter. CrossrefGoogle Scholar
Durgunoğlu, A. Y.
(2002) Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52(1), 189–204. CrossrefGoogle Scholar
Frisson, S., Niswander‐Klement, E., & Pollatsek, A.
(2008) The role of semantic transparency in the processing of English compound words. British Journal of Psychology, 99(1), 87–107. CrossrefGoogle Scholar
Gottardo, A., Chiappe, P., Yan, B., Siegel, L., & Gu, Y.
(2006) Relationships between first and second language phonological processing skills and reading in Chinese‐English speakers living in English‐speaking contexts. Educational Psychology, 26(3), 367–393. CrossrefGoogle Scholar
Gottardo, A., Gu, Y., Mueller, J., Baciu, I., & Pauchulo, A. L.
(2010) Factors affecting the relative relationships between first- and second-language phonological awareness and second language reading. In A. Y. Durgunoglu, & C. Goldenberg (Eds.), Language and literacy development in bilingual settings (pp. 141–167). New York, NY: Guilford Press.Google Scholar
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L.
(2001) Factors related to English reading performance in children with Chinese as a first language: more evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93(3), 530–542. CrossrefGoogle Scholar
Gu, Y., & Gottardo, A.
(2004, April). Investigating age factors as cross-language transfer of phonological processing across English and Chinese languages. Poster presented at the Conference on human Development, Washington, DC.
Haastrup, K., & Henriksen, B.
(2000) Vocabulary acquisition: Acquiring depth of knowledge through network building. International Journal of Applied Linguistics, 10(2), 221–240. CrossrefGoogle Scholar
Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R. C.
(2013) The development of young Chinese childrenʹs morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, 34(1), 45–67. CrossrefGoogle Scholar
Henriksen, B.
(1999) Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303–317. CrossrefGoogle Scholar
Hernandez, A., Li, P., & MacWhinney, B.
(2005) The emergence of competing modules in bilingualism. Trends in Cognitive Sciences, 9(5), 220–225. CrossrefGoogle Scholar
Hipfner-Boucher, K., Lam, K., & Chen, X.
(2014) The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children. Written Language & Literacy, 17(1), 116–138. CrossrefGoogle Scholar
Ho, C. S. H., & Bryant, P.
(1997) Phonological skills are important in learning to read Chinese. Developmental Psychology, 33(6), 946–951. CrossrefGoogle Scholar
Holmes, J., & Guerra Ramos, R.
(1995) False friends and reckless guessers: Observing cognate recognition strategies. In T. Huskin, M. Haunes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 86–108). Norwood, NJ: Ablex.Google Scholar
Hoover, W. A., & Gough, P. B.
(1990) The simple view of reading. Reading and writing, 2(2), 127–160. CrossrefGoogle Scholar
Hsu, L. S. J., Ip, K. I., Arredondo, M. M., Tardif, T., & Kovelman, I.
(2016) Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism, 1–17. CrossrefGoogle Scholar
Huang, H. S., & Hanley, J. R.
(1995) Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73–98. CrossrefGoogle Scholar
Jiang, N.
(2000) Lexical representation and development in a second language. Applied linguistics, 21(1), 47–77. CrossrefGoogle Scholar
(2004) Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88(3), 416–432. CrossrefGoogle Scholar
Keung, Y. C., & Ho, C. S. H.
(2009) Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 34(2), 103–112. CrossrefGoogle Scholar
Koda, K.
(2005) Learning to read across writing systems: transfer, metalinguistic awareness and second language reading development. In V. Cook & B. Bassetti (Eds.), Writing systems and second language learning (pp. 311–334). Clevedon: Multilingual Matters.Google Scholar
Koh, P. W.
(2016) Lexical knowledge and bilingual reading: Within- and cross language associations of paradigmatic and syntagmatic knowledge in English and Mandarin (Unpublished doctoral dissertation). University of Toronto, Canada.Google Scholar
Kroll, J. F., & Stewart, E.
(1994) Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33(2), 149–174. CrossrefGoogle Scholar
Ku, Y. M., & Anderson, R. C.
(2003) Development of morphological awareness in Chinese and English. Reading and Writing, 16(5), 399–422. CrossrefGoogle Scholar
Lam, K., Chen, X., & Cummins, J.
(2016) To gain or to lose: Students’ English and Chinese literacy achievement in a Mandarin language bilingual program. Canadian Journal of Applied Linguistics, 18(2), 96–124.Google Scholar
Laufer, B., & Paribakht, T. S.
(1998) The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391. CrossrefGoogle Scholar
Lei, L., Pan, J., Liu, H., McBride‐Chang, C., Li, H., Zhang, Y., … & Shu, H.
(2011) Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52(2), 212–220. CrossrefGoogle Scholar
Li, H., Dronjic, V., Chen, X., Li, Y., Cheng, Y., & Wu, X.
(2016) Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 1–30. CrossrefGoogle Scholar
Li, H., Shu, H., McBride‐Chang, C., Liu, H., & Peng, H.
(2012) Chinese childrenʹs character recognition: visuo‐orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35(3), 287–307. CrossrefGoogle Scholar
Lippman, M. Z.
(1971) Correlates of contrast word associations: developmental trends. Journal of Verbal Learning and Verbal Behavior, 10(4), 392–399. CrossrefGoogle Scholar
Liu, P. D., & McBride-Chang, C.
(2010) What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62–73. CrossrefGoogle Scholar
Liu, P. D., McBride-Chang, C., Wong, T. T. Y., Shu, H., & Wong, A. M. Y.
(2013) Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(04), 755–775. CrossrefGoogle Scholar
Luo, Y. C., Chen, X., & Geva, E.
(2014) Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children. Written Language & Literacy, 17(1), 89–115. CrossrefGoogle Scholar
Ly, T. H., & Jung, C. K.
(2013) An exploration of the mental lexicon of Korean EFL learners. Secondary English Education, 6(2), 3–28.Google Scholar
Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S.
(2013) The association between morphological awareness and literacy in English language learners from different language backgrounds. Topics in Language Disorders, 33(1), 93–107. CrossrefGoogle Scholar
Mattingly, I. G.
(1972) Reading, the linguistic process and linguistic awareness. In J. Kavanagh & I. Mattingly (Eds.), Language by ear and by eye (pp. 133–147). Cambridge, MA: The MIT Press.Google Scholar
McBride-Chang, C.
(1995) What is phonological awareness? Journal of Educational Psychology, 87(2), 179–192. CrossrefGoogle Scholar
McBride-Chang, C., Bialystok, E., Chong, K. K., & Li, Y.
(2004) Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89(2), 93–111. CrossrefGoogle Scholar
McBride-Chang, C., & Suk-Han Ho, C.
(2005) Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9(2), 117–144. CrossrefGoogle Scholar
McBride-Chang, C., Cho, J. R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., … & Muse, A.
(2005) Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92(2), 140–160. CrossrefGoogle Scholar
McBride–Chang, C., & Kail, R. V.
(2002) Cross–cultural similarities in the predictors of reading acquisition. Child Development, 73(5), 1392–1407. CrossrefGoogle Scholar
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K.
(2003) Morphological awareness uniquely predicts young childrenʹs Chinese character recognition. Journal of Educational Psychology, 95(4), 743–751. CrossrefGoogle Scholar
McBride-Chang, C., Tong, X., Shu, H., Wong, A. M. Y., Leung, K. W., & Tardif, T.
(2008) Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12(2), 171–194. CrossrefGoogle Scholar
McKeown, K., & Radev, D.
(2000) Collocations. In R. Dale, H. Moisl & H. Somers (Eds.), Handbook of natural language processing. New York, NY: Marcel Dekker.Google Scholar
Miller, G. A., & Johnson-Laird, P. N.
(1976) Language and perception. Cambridge, MI: Belknap Press. CrossrefGoogle Scholar
Nagy, W. E., García, G. E., Durgunoğlu, A. Y., & Hancin-Bhatt, B.
(1993) Spanish-English bilingual studentsʹ use of cognates in English reading. Journal of Reading Behavior, 25(3), 241–259. CrossrefGoogle Scholar
Nagy, W. E., & Scott, J.
(2000) Vocabulary processes. In M. L. Kamil, P. B. Mosenbach, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (Vol. III, pp. 269–284). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Nassaji, H.
(2004) Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics, 7(1), 39–55.Google Scholar
Nelson, K.
(1977) The syntagmatic-paradigmatic shift revisited: A review of research and theory. Psychological Bulletin, 84(1), 93–116. CrossrefGoogle Scholar
Ordóñez, C. L., Carlo, M. S., Snow, C. E., & McLaughlin, B.
(2002) Depth and breadth of vocabulary in two languages: which vocabulary skills transfer? Journal of Educational Psychology, 94(4), 719–728. CrossrefGoogle Scholar
Packard, J. L.
(2000) The morphology of Chinese: A linguistic and cognitive approach. Cambridge: CUP. CrossrefGoogle Scholar
Palermo, D. S.
(1971) Characteristics of word association responses obtained from children in grades one through four. Developmental Psychology, 5(1), 118–123. CrossrefGoogle Scholar
Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., … & Shu, H.
(2016) On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8‐year longitudinal study. Developmental Science, 19(6), 982–991. CrossrefGoogle Scholar
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramírez, G.
(2011) Cross‐language transfer of morphological awareness in Chinese–English bilinguals. Journal of Research in Reading, 34(1), 23–42. CrossrefGoogle Scholar
Pearson, B. Z., Fernandez, S. C., & Oller, D. K.
(1993) Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43(1), 93–120. CrossrefGoogle Scholar
Perfetti, C. A., Zhang, S., & Berent, I.
(1992) Reading in English and Chinese: Evidence for a “universal” phonological principle. Advances in Psychology, 94, 227–248. CrossrefGoogle Scholar
Potter, M. C., So, K. F., von Eckardt, B., & Feldman, L. B.
(1984) Lexical and conceptual representation in beginning and proficient bilinguals. Journal of Verbal Learning and Verbal Behavior, 23(1), 23–38. CrossrefGoogle Scholar
Proctor, C. P., Carlo, M., August, D., & Snow, C.
(2005) Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246–256. CrossrefGoogle Scholar
Ramírez, G., Chen, X., Geva, E., & Luo, Y.
(2011) Morphological awareness and word reading in English language learners: Evidence from Spanish-and Chinese-speaking children. Applied Psycholinguistics, 32(3), 601–618. CrossrefGoogle Scholar
Reed, M. A.
(1989) Speech perception and the discrimination of brief auditory cues in reading disabled children. Journal of Experimental Child Psychology, 48(2), 270–292. CrossrefGoogle Scholar
Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, S. H.
(2009) Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96–113. CrossrefGoogle Scholar
Schwartz, M., & Katzir, T.
(2012) Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 25(8), 1947–1971. CrossrefGoogle Scholar
Schwartz, M., Moin, V., & Leikin, M.
(2012) Lexical knowledge development in the first and second languages among language-minority children: the role of bilingual versus monolingual preschool education. International Journal of Bilingual Education and Bilingualism, 15(5), 549–571. CrossrefGoogle Scholar
Sheng, L., McGregor, K. K., & Marian, V.
(2006) Lexical–semantic organization in bilingual children: evidence from a repeated word association task. Journal of Speech, Language, and Hearing Research, 49(3), 572–587. CrossrefGoogle Scholar
Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y.
(2003) Properties of school Chinese: Implications for learning to read. Child Development, 74(1), 27–47. CrossrefGoogle Scholar
Shu, H., Peng, H., & McBride‐Chang, C.
(2008) Phonological awareness in young Chinese children. Developmental Science, 11(1), 171–181. CrossrefGoogle Scholar
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(1), 122–133. CrossrefGoogle Scholar
Snodgrass, J. G.
(1984) Concepts and their surface representations. Journal of Verbal Learning and Verbal Behavior, 23(1), 3–22. CrossrefGoogle Scholar
Snow, C. E.
(1990) The development of definitional skill. Journal of Child Language, 17(3), 697–710. CrossrefGoogle Scholar
So, D., & Siegel, L. S.
(1997) Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing, 9(1), 1–21. CrossrefGoogle Scholar
Söderman, T.
(1993) Word associations of foreign language learners and native speakers: The phenomenon of a shift in response type and its relevance for lexical development. In H. Ringbom (Ed.), Near-native proficiency in English (pp. 91–182). Abo, Finland: Abo Akademi.Google Scholar
Stanovich, K. E.
(1992) Speculations on the causes and consequences of individual differences in early acquisition. In P. B. Gough, L. E. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307–342). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Sun, H. L., Huang, J. P., Sun, D. J., Li, D. J., & Xing, H. B.
(1997) Introduction to language corpus system of modern Chinese study. In M. Y. Hu (Ed.), Paper collection for the 5thWorld Chinese Teaching Symposium (pp. 456–466). Beijing: Peking University Press.Google Scholar
Tallal, P.
(1980) Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9(2), 182–198. CrossrefGoogle Scholar
Tong, X., Tong, X., & McBride-Chang, C.
(2015) Tune in to the tone: Lexical tone identification is associated with vocabulary and word recognition abilities in young Chinese children. Language and Speech, 58(4), 441–458. CrossrefGoogle Scholar
Tong, X., Tong, X., & McBride, C.
(2017) Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167–178. CrossrefGoogle Scholar
Tong, X., He, X., & Deacon, S. H.
(2016) Tone matters for Cantonese–English bilingual children’s English word reading development: A unified model of phonological transfer. Memory & Cognition, 45(2), 320–333. CrossrefGoogle Scholar
Tong, X., & McBride-Chang, C.
(2010) Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662–1676. CrossrefGoogle Scholar
Treiman, R., & Zukowski, A.
(1991) Levels of phonological awareness. Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman, Susan A. Brady & Donald P. Shankweiler (Eds.), 67–83. London: Routledge.Google Scholar
Wang, M., Cheng, C., & Chen, S. W.
(2006) Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98(3), 542–553. CrossrefGoogle Scholar
Wang, M., Lin, C. Y., & Yang, C.
(2014) Contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition: A one-year longitudinal study. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp. 191–211). Dordrecht: Springer.Google Scholar
Wang, M., Perfetti, C. A., & Liu, Y.
(2005) Chinese–English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1), 67–88. CrossrefGoogle Scholar
Wang, M., Yang, C., & Cheng, C.
(2009) The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition. Applied Psycholinguistics, 30(2), 291–314. CrossrefGoogle Scholar
Wolter, B.
(2001) Comparing the L1 and L2 mental lexicon. Studies in Second Language Acquisition, 23(1), 41–69. CrossrefGoogle Scholar
(2006) Lexical network structures and L2 vocabulary acquisition: The role of L1 lexical/conceptual knowledge. Applied Linguistics, 27(4), 741–747. CrossrefGoogle Scholar
Yang, C. L., Perfetti, C. A., & Liu, Y.
(2010) Sentence integration processes: An ERP study of Chinese sentence comprehension with relative clauses. Brain and Language, 112(2), 85–100. CrossrefGoogle Scholar
Yeung, S. S., & Chan, C. K.
(2013) Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 83(4), 550–568. CrossrefGoogle Scholar
Yeung, S. S., & Ganotice, F. A.
(2014) The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second language (ESL). The Asia-Pacific Education Researcher, 23(3), 333–343. CrossrefGoogle Scholar
Yin, B.
(1984) A quantitative research of Chinese morphemes. Zhongguo Yuwen, 5, 338–347.Google Scholar
Yuan, C., & Huang, C.
(1998) The study of Chinese morphemes and word formation based on the morpheme data bank. Applied Linguistics (In China), 3, 83–88.Google Scholar
Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y.
(2010) Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23(3), 311–336. CrossrefGoogle Scholar
Zhou, X., & Marslen-Wilson, W.
(1994) Words, morphemes and syllables in the Chinese mental lexicon. Language and Cognitive Processes, 9(3), 393–422. CrossrefGoogle Scholar
Zhou, Y., McBride-Chang, C., Law, A. B. Y., Li, T., Cheung, A. C. Y., Wong, A. M. Y., & Shu, H.
(2014) Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 122, 75–91. CrossrefGoogle Scholar
Ziegler, J. C., & Goswami, U.
(2005) Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. CrossrefGoogle Scholar
Cited by

Cited by 3 other publications

Francis, Norbert
2020. New research on the adoption and transformation of Chinese writing. Chinese Language and Discourse. An International and Interdisciplinary Journal 11:1  pp. 134 ff. Crossref logo
Pae, Hye K.
2020.  In Script Effects as the Hidden Drive of the Mind, Cognition, and Culture [Literacy Studies, 21],  pp. 147 ff. Crossref logo
Yang, Xiujie, Katrina May Dulay, Catherine McBride & Sum Kwing Cheung
2021. How do phonological awareness, rapid automatized naming, and vocabulary contribute to early numeracy and print knowledge of Filipino children?. Journal of Experimental Child Psychology 209  pp. 105179 ff. Crossref logo

This list is based on CrossRef data as of 27 december 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.