References

References

Abu-Rabia, S.
(1995) Learning to read in Arabic: Reading, syntactic, orthographic and working memory skills in normally achieving and poor Arabic readers. Reading Psychology, 16, 351–394. DOI logoGoogle Scholar
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F.
(1996) Words their way: Word study for phonics vocabulary, and spelling instruction. Upper Saddle River, NJ: Merrill.Google Scholar
Beijing Language Institute
(1986) Dictionary of usage frequency of modern Chinese words. Beijing, P.R. China.Google Scholar
Berko, J.
(1958) The child’s learning of English morphology. Word, 14, 150–177. DOI logoGoogle Scholar
Bernhardt, E.
(2005) Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150. DOI logoGoogle Scholar
Bernhardt, E. B., & Kamil, M. L.
(1995) Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, 15–34. DOI logoGoogle Scholar
Brusnighan, S. M., & Folk, J. R.
(2012) Combining contextual and morphemic cues is beneficial during incidental vocabulary acquisition: Semantic transparency in novel compound word processing. Reading Research Quarterly, 47, 172–190.DOI logoGoogle Scholar
Chilant, D., & Caramazza, A.
(1995) Where is morphology and how is it processed? The case of written word recognition. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 55–76). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Carlisle, J. F.
(2003) Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291–322. DOI logoGoogle 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, 615–631. DOI logoGoogle Scholar
Chen, X., Ramirez, G., Luo, Y. C., Geva, E., & Ku, Y-M.
(2012) Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors. Reading and Writing, 25, 1991–2020. DOI logoGoogle Scholar
Clarke, M. A.
(1980) The short circuit hypothesis of ESL reading – or when language competence interferes with reading performance. Modern Language Journal, 64, 203–209.Google Scholar
Cummins, J.
(2000) Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.DOI logoGoogle Scholar
Da Fontoura, H. A., & Siegel, L. S.
(1995) Reading syntactic and memory skills of Portuguese-English Canadian children. Reading and Writing, 7, 139–153. DOI logoGoogle Scholar
Duques, S. L.
(1989) Grammatical deficiencies in writing: An investigation of learning disabled college students. Reading and Writing, 1, 309–325. DOI logoGoogle Scholar
Durgunoglu, A. Y., Nagy, W. E., & Hancin, B. J.
(1993) Cross-language transfer of phonemic awareness. Journal of Educational Psychology, 85, 453–465. DOI logoGoogle Scholar
Ehri, L. C.
(2014) Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21. DOI logoGoogle Scholar
Ellis, N.
(2002) Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24, 143–188. DOI logoGoogle Scholar
Feldman, L. B., Frost, R., Pnini, T.
(1995) Decomposition words into their constituent morphemes: Evidence from English and Hebrew. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 1–14.Google Scholar
Fowler, A. E., & Liberman, I. Y.
(1995) The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Frost, R.
(2012) Towards a universal model of reading. Behavioral and Brain Sciences, 35, 263–329. DOI logoGoogle Scholar
Frost, R., Katz, L., & Bentin, S.
(1987) Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.Google Scholar
Geva, E.
(2008) Facets of metalinguistic awareness related to reading development in Hebrew: Evidence from monolingual and bilingual and bilingual children. In K. Koda & A. M. Zehler (Eds.), Learning to read across languages: Cross-linguistic relationships in first and second language literacy development (pp. 154–187). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Geva, E., & Siegel, L. S.
(2000) Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 1–30. DOI logoGoogle Scholar
Geva, E., & Wang, M.
(2001) The development of basic reading skills in children: A cross-language perspective. Annual Review of Applied Linguistics, 21, 182–204. DOI logoGoogle Scholar
Gholamain, M., & Geva, E.
(1999) The concurrent development of word recognition skills in English and Farsi. Language Learning, 49, 183–217. DOI logoGoogle Scholar
Hamada, M.
(2014) The role of morphological and contextual information in L2 lexical inference. Modern Language Journal, 98, 992–1005. DOI logoGoogle Scholar
Hayes, A. F., & Scharkow, M.
(2013) The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: Does method really matter? Psychological Science, 24, 1918–1927. DOI logoGoogle Scholar
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 T. H. Carr (Ed.), Reading and its development: component skills approaches (pp. 375–421). San Diego, CA: Academic Press.Google Scholar
Jeon, E. H.
(2011) Contribution of morphological awareness to L2 reading comprehension. Modern Language Journal, 95, 217–235. DOI logoGoogle Scholar
Jeon, E. H., & Yamashita, J.
(2014) L2 Reading comprehension and its correlates: A meta‐analysis. Language Learning, 64, 160–212.DOI logoGoogle Scholar
Kamio, A.
(1990) Joho no nawabari riron (Territory of Information). Tokyo: Taishukan.Google Scholar
Kieffer, M. J., & Lesaux, N. K.
(2007) Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61, 134–144. DOI logoGoogle Scholar
(2012) Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33, 23–54. DOI logoGoogle Scholar
Koda, K.
(2005) Insights into second language reading. Cambridge: CUP. DOI logoGoogle Scholar
(2007) Reading and language learning: Cross-linguistic constraints on second-language reading development. Language Learning, 57, 1–44. DOI logoGoogle Scholar
Koda, K., Lu, C., & Zhang, D.
(2013) The role of metalinguistic awareness in biliteracy development. X. Chen, Q Wang, C. L. Yang (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp.141–170). New York, NY: Springer.Google Scholar
Ku, Y-M., & Anderson, R. C.
(2003) Development of morphological awareness in Chinese and English. Reading and Writing, 16, 399–422. DOI logoGoogle Scholar
Lam, K., Chen, X., Geva, E., Luo, Y. C., & Li, H.
(2012) The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: A longitudinal study. Reading and Writing, 25, 1847–1872. DOI logoGoogle Scholar
Lee, J.-W., & Schallert, D. L.
(1997) The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31, 713–739. DOI logoGoogle Scholar
Liu, P. & McBride-Chang, C.
(2010) What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62–73. DOI logoGoogle Scholar
Logan, G. D.
(1988) Toward an instance theory of automatization. Psychological Review, 95, 492–527. DOI logoGoogle Scholar
MacWhinney, B. & Bates, E.
(Eds.) (1989) The crosslinguistic study of sentence processing. Cambridge: CUP.Google Scholar
Marcolini, S., Traficante, D., Zoccolotti, P., & Burani, C.
(2011) Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Applied Psycholinguistics, 32, 513–532. DOI logoGoogle Scholar
Mori, Y., & Nagy, W.
(1999) Integration of information from context and word elements in interpreting novel Kanji compounds. Reading Research Quarterly, 34, 80–101. DOI logoGoogle Scholar
Nunes, T., & Bryant, P.
(2006) Improving literacy by teaching morphemes. London: Routledge.Google Scholar
Nunes, T., Bryant, P., & Bindman, M.
(2006) The effects of learning to spell on children’s awareness of morphology. Reading and Writing, 19, 767–787. DOI logoGoogle Scholar
Ramirez, G., Chen, X., Geva, E., & Kiefer, H.
(2010) Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing, 23, 337–358. DOI logoGoogle Scholar
Rubin, H.
(1991) Morphological knowledge and writing ability. In R. M. Joshi (Ed.), Written language disorders (pp. 43–69). Dordrecht: Kluwer. DOI logoGoogle Scholar
Schmitt, N., Schmitt, D., & Clapham, C.
(2001) Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18, 55–88.DOI logoGoogle Scholar
Schumacker, R. E., & Lomax, R. G.
(2010) A beginnerʹs guide to structural equation modeling (3rd ed.). New York, NY: Routledge.Google Scholar
Share, D.
(2008) On the Anglocentricities of current reading research and practice: The perils and overrelieance on an “outlier” orthography. Psychological Bulletin, 134, 584–615. DOI logoGoogle Scholar
Shiotsu, T.
(2003) Linguistic knowledge and processing efficiency as predictors of L2 reading ability: A component skills analysis (Unpublished doctoral dissertation). University of Reading.Google Scholar
Shiotsu, T., & Weir, C. J.
(2007) The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24, 99–128. DOI logoGoogle Scholar
Shu, H., Anderson, R. C., & Zhang, H.
(1995) Incidental learning of word meanings while reading: A Chinese and American cross-cultural study. Reading Research Quarterly, 30, 76–95. DOI logoGoogle Scholar
Stahl, S. A., & Shiel, T. G.
(1992) Teaching meaning vocabulary: Productive approaches for poor readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 8, 223–241. DOI logoGoogle Scholar
Stolz, J. A., and Feldman, L. B.
(1995) The role of orthographic and semantic transparency of the base morpheme in morphological processing. In L. B. Feldman (Ed.), Morphological aspects of language processing (109–129). Hillsdale, NJ. Erlbaum.Google Scholar
Taft, M.
(1991) Reading and the mental lexicon. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
(1994) Interactive activation as a framework for understanding morphological processing. Language & Cognitive Processes, 9, 271–294. DOI logoGoogle Scholar
Taft, M., & Zhu, X. P.
(1995) The representation of bound morphemes in the lexicon: A Chinese study. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 109–129). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Tolchinsky L., & Teberosky, A.
(1998) The development of word segmentation and writing in two scripts. Cognitive Development, 13, 1–25. DOI logoGoogle Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tyler, A., & Nagy, W.
(1989) The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649–667. DOI logoGoogle Scholar
(1990) Use of derivational morphology during reading. Cognition, 36, 17–34. DOI logoGoogle Scholar
Van Valin, R. D.
(1991) Functionalist linguistic theory and language acquisition. First Language, 11, 7–40. DOI logoGoogle Scholar
Verhoeven, L., & Schreuder, R.
(2011) Morpheme frequency effects in Dutch complex word reading: A developmental perspective. Applied Psycholinguistics, 32, 483–498. DOI logoGoogle Scholar
Wade-Woolley, L., & Geva, E.
(2000) Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading, 4, 295–311. DOI logoGoogle Scholar
Wang, M., Ko, I. Y., & Choi, J.
(2009) The importance of morphological awareness in Korean-English biliteracy acquisition. Contemporary Educational Psychology, 34, 132–142 DOI logoGoogle Scholar
Wang, M., Lin, C., & Gao, W.
(2010) Bilingual compound processing: The effects of constituent frequency and semantic transparency. Writing Systems Research, 2, 117–137. DOI logoGoogle Scholar
Wang, M., Perfetti, C. A., & Liu, Y.
(2005) Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67–88. DOI logoGoogle Scholar
Wolfle, L. M.
(1980) Strategies of path analysis. American Educational Research Journal, 17, 183–209. DOI logoGoogle Scholar
Wurm, L. H.
(1997) Auditory processing of prefixed English words is both continuous and decompositional. Journal of Memory and Language, 37, 438–461. DOI logoGoogle Scholar
(2000) Auditory processing of polymorphemic pseudowords. Journal of Memory and Language, 42, 255–271. DOI logoGoogle Scholar
Yamashita, J.
(2003) Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20, 267–293. DOI logoGoogle Scholar
Yamashita, J., & Shiotsu, T.
(2017) Comprehension and knowledge components that predict L2 reading: A latent-trait approach. Applied Linguistics, 38, 43–67.DOI logoGoogle Scholar
Zhang, B., & Peng, D.
(1992) Decomposed storage in the Chinese lexicon. In H-C. Chen & O. J. L. Tzeng (Eds.), Language processing in Chinese (pp. 131–149). Amsterdam: North-Holland. DOI logoGoogle Scholar
Zhang, D.
(2010) Print experiences, transfer of L1 morphological awareness and development of L2 lexical inference ability in young EFL readers (Unpublished doctoral dissertation). Carnegie Mellon University.Google Scholar
Zhang, D., & Koda, K.
(2012) Morphological awareness, lexical inferencing vocabulary knowledge and L2 reading comprehension: Testing direct and indirect effects. Reading and Writing, 25, 1195–1216. DOI logoGoogle Scholar
(2013) Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41, 901–931. DOI logoGoogle Scholar
Zhang, H. S.
(2015) Morphological awareness in vocabulary acquisition among Chinese-speaking children: Testing partial mediation via lexical inference ability. Reading Research Quarterly, 50, 129–142.DOI logoGoogle Scholar
Zhou, X., & Marslen-Wilson, W.
(1994) Words, morphemes, and syllables in the Chinese mental lexicon. Language and Cognitive Processes, 9, 393–422. DOI logoGoogle Scholar
Cited by

Cited by 13 other publications

Chen, Tianxu & Yali Feng
2020. Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?. SAGE Open 10:4  pp. 215824402096966 ff. DOI logo
Chen, Tianxu, Keiko Koda & Seth Wiener
2020. Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency. Reading and Writing 33:10  pp. 2639 ff. DOI logo
Chen, Tianxu & Dongbo Zhang
2023. Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension: Comparing higher‐ and lower‐proficiency readers. Foreign Language Annals 56:3  pp. 786 ff. DOI logo
Chen, Tianxu & Dongbo Zhang
2024. Lexical ability in L2 Chinese reading comprehension: path analysis comparing higher- and lower-proficiency learners. International Journal of Bilingual Education and Bilingualism 27:1  pp. 144 ff. DOI logo
Ke, Sihui (Echo), Ryan T. Miller, Dongbo Zhang & Keiko Koda
2021. Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients. Language Learning 71:1  pp. 8 ff. DOI logo
Ke, Sihui Echo, Dongbo Zhang & Keiko Koda
2023. Metalinguistic Awareness in Second Language Reading Development, DOI logo
Koda, Keiko
2021. Assessment of Reading. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Li, Xiaomeng & Keiko Koda
2022. Linguistic constraints on the cross-linguistic variations in L2 word recognition. Reading and Writing 35:6  pp. 1401 ff. DOI logo
Murphy, Josiah, Ryan T. Miller & Phillip Hamrick
Nie, Kaihua, Jing Fu, Hina Rehman & Ghulam Hussain Khan Zaigham
2022. An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs. Frontiers in Psychology 13 DOI logo
Raudszus, Henriette, Eliane Segers & Ludo Verhoeven
2021. Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2. Reading and Writing 34:6  pp. 1513 ff. DOI logo
Xue, Heng, Renhua Deng, Yanyan Chen & Wenxin Zheng
2022. How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status. Frontiers in Psychology 13 DOI logo
Yang, Hui, Lin Fan & Hongshan Yin
2023. Knowledge mapping of the research on lexical inferencing: A bibliometric analysis. Frontiers in Psychology 14 DOI logo

This list is based on CrossRef data as of 23 may 2024. 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.