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. CrossrefGoogle 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. CrossrefGoogle Scholar
Bernhardt, E.
(2005) Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150. CrossrefGoogle 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. CrossrefGoogle 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.Google 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. 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, 615–631. CrossrefGoogle 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. CrossrefGoogle 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.Google 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. CrossrefGoogle Scholar
Duques, S. L.
(1989) Grammatical deficiencies in writing: An investigation of learning disabled college students. Reading and Writing, 1, 309–325. CrossrefGoogle Scholar
Durgunoglu, A. Y., Nagy, W. E., & Hancin, B. J.
(1993) Cross-language transfer of phonemic awareness. Journal of Educational Psychology, 85, 453–465. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle Scholar
Gholamain, M., & Geva, E.
(1999) The concurrent development of word recognition skills in English and Farsi. Language Learning, 49, 183–217. CrossrefGoogle 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. CrossrefGoogle 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
Hamada, M.
(2014) The role of morphological and contextual information in L2 lexical inference. Modern Language Journal, 98, 992–1005. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle Scholar
Jeon, E. H., & Yamashita, J.
(2014) L2 Reading comprehension and its correlates: A meta‐analysis. Language Learning, 64, 160–212.Google 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. CrossrefGoogle 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. CrossrefGoogle Scholar
Koda, K.
(2005) Insights into second language reading. Cambridge: CUP. CrossrefGoogle Scholar
(2007) Reading and language learning: Cross-linguistic constraints on second-language reading development. Language Learning, 57, 1–44. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle Scholar
Logan, G. D.
(1988) Toward an instance theory of automatization. Psychological Review, 95, 492–527. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle Scholar
Rubin, H.
(1991) Morphological knowledge and writing ability. In R. M. Joshi (Ed.), Written language disorders (pp. 43–69). Dordrecht: Kluwer. CrossrefGoogle 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.Google 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle 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. CrossrefGoogle Scholar
(1990) Use of derivational morphology during reading. Cognition, 36, 17–34. CrossrefGoogle Scholar
Van Valin, R. D.
(1991) Functionalist linguistic theory and language acquisition. First Language, 11, 7–40. CrossrefGoogle Scholar
Verhoeven, L., & Schreuder, R.
(2011) Morpheme frequency effects in Dutch complex word reading: A developmental perspective. Applied Psycholinguistics, 32, 483–498. CrossrefGoogle 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. CrossrefGoogle 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 CrossrefGoogle 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. CrossrefGoogle Scholar
Wang, M., Perfetti, C. A., & Liu, Y.
(2005) Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67–88. CrossrefGoogle Scholar
Wolfle, L. M.
(1980) Strategies of path analysis. American Educational Research Journal, 17, 183–209. CrossrefGoogle Scholar
Wurm, L. H.
(1997) Auditory processing of prefixed English words is both continuous and decompositional. Journal of Memory and Language, 37, 438–461. CrossrefGoogle Scholar
(2000) Auditory processing of polymorphemic pseudowords. Journal of Memory and Language, 42, 255–271. CrossrefGoogle Scholar
Yamashita, J.
(2003) Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20, 267–293. CrossrefGoogle Scholar
Yamashita, J., & Shiotsu, T.
(2017) Comprehension and knowledge components that predict L2 reading: A latent-trait approach. Applied Linguistics, 38, 43–67.Google 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. CrossrefGoogle 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. CrossrefGoogle Scholar
(2013) Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41, 901–931. CrossrefGoogle 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.Google Scholar
Zhou, X., & Marslen-Wilson, W.
(1994) Words, morphemes, and syllables in the Chinese mental lexicon. Language and Cognitive Processes, 9, 393–422. CrossrefGoogle Scholar
Cited by

Cited by 4 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. Crossref 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. Crossref 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. Crossref 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. Crossref logo

This list is based on CrossRef data as of 15 june 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.