References

References

Adams, M. J.
(1990) Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.Google Scholar
Bryant, P., & Nunes, T.
(2004) Morphology and writing. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 91–118), Dordrecht: Kluwer. CrossrefGoogle Scholar
Carlisle, J. F.
(2000) Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. CrossrefGoogle Scholar
Cassar, M., & Treiman, R.
(1997) The beginnings of orthographic knowledge: Children’s knowledge of double letters in words. Journal of Educational Psychology, 89, 631–644. Crossref.Google Scholar
Castles, A., & Nation, K.
(2006) How does orthographic learning happen? In S. Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). London: Psychology Press.Google Scholar
Chan, D., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H. & Chung, K.
(2006) Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19, 543–561. Crossref.Google Scholar
Chiappe, P., & Siegel, L. A.
(1999) PA and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20–28. CrossrefGoogle Scholar
Chiappe, P., Siegel, L. S., Gottardo, A.
(2002) Reading-related skills of kindergartners form diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95–116. CrossrefGoogle Scholar
Cho, J-R., & Chiu, M.
(2015) Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: A 1-year longitudinal study. Journal of Research in Reading, 38, 387–404. CrossrefGoogle Scholar
Cho, J-R., Chiu, M., & McBride-Chang, C.
(2011) Morphological awareness, phonological awareness, and literacy development in Korean and English: A 2-year longitudinal study. Scientific Studies of Reading, 15, 384–408. CrossrefGoogle Scholar
Cho, J-R., & McBride-Chang, C.
(2005a) Correlates of Korean Hangul acquisition among kindergartners and second graders. Scientific Studies of Reading, 9, 3–16. CrossrefGoogle Scholar
(2005b) Levels of PA in Korean and English: A 1-year longitudinal study. Journal of Educational Psychology, 97, 564–571. CrossrefGoogle Scholar
Cho, J-R., McBride-Chang, C., & Park, S.-G.
(2008) PA and MA: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21, 255–274. 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, 81–87. CrossrefGoogle Scholar
Chung, K. K. & Ho, C. S.
(2010) Second language learning disabilities in Chinese children with dyslexia: What are the reading-related cognitive skills that contribute to English and Chinese word reading? Journal of Learning Disabilities, 43, 195–211. Crossref.Google Scholar
Cisero, C. A., & Royer, J. M.
(1995) The development and cross-language transfer of PA. Contemporary Educational Psychology, 20, 275–303. CrossrefGoogle Scholar
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D.
(1999) A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43. CrossrefGoogle Scholar
Cunningham, A. E., Perry, K. E., & Stanovich, K. E.
(2001) Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549–568. Crossref.Google Scholar
Deacon, S. H., Chen, X., Luo, Y., & Ramirez, G.
(2011) Beyond language borders: Orthographic processing and word reading in Spanish-English bilinguals. Journal of Research in Reading, 3(2), 1–17. Crossref.Google Scholar
Deacon, S. H., Commissaire, E., Chen, X., & Pasquarella, A.
(2013) Learning about print: the development of orthographic processing and its relationship to word reading in first grade children in French immersion. Reading and Writing, 26, 1087–1109. DOI CrossrefGoogle Scholar
Deacon, S. H., Wade-Woolley, L., & Kirby, J. R.
(2009) Flexibility in young second-language learners: Examining the language specificity of orthographic processing. Journal of Research in Reading, 32, 215–229. Crossref.Google Scholar
De Jong, P. F., & van der Leij, A.
(1999) Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450–476. CrossrefGoogle Scholar
Denckla, M. B. & Rudel, R.
(1976) Rapid ‘automatized’ naming of pictured objects, colors, letters, and numbers by normal children, Cortex, 10, 186–202. CrossrefGoogle Scholar
Durgunoglu, A. Y.
(2002) Cross-linguistic transfer in literacy development and implication for language learners. Annals of Dyslexia, 52, 189–204. CrossrefGoogle Scholar
Durgunoglu, A. Y., Nagy, W., & Hancin-Bhatt, B.
(1993) Cross-language transfer of PA. Journal of Educational Psychology, 85, 451–476. CrossrefGoogle Scholar
Ehri, L.
(1999) Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading (pp. 79–108). Oxford: Blackwell.Google Scholar
Frith, U.
(1980) Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling. (pp. 495–515). London: Academic Press.Google Scholar
Feldman, L. B.
(1995) Morphological aspects of language processing. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Galambos, S. J., & Goldin-Meadow, S.
(1990) The effects of learning two languages on levels of metalinguistic awareness. Cognition, 34, 1–56. CrossrefGoogle Scholar
Georgiou, G. K., Parrila, R. & Liao, C-H.
(2008) Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21, 885–903. Crossref.Google Scholar
Geva, E.
(1995) Orthographic and cognitive processing in learning to read English and Hebrew. In I. Taylor & D. R. Olson (Eds.), Scripts and literacy (pp. 81–114). Dordrecht: Kluwer. CrossrefGoogle Scholar
Geva, E., Wade-Woolley, L., & Shany, M.
(1993) The concurrent development of writing and decoding in different orthographies. Journal of Reading Behaviour, 25, 383–406.Google Scholar
(1997) Development of reading efficiency in first and second languages. Scientific Studies of Reading, 1, 119–144. CrossrefGoogle Scholar
Gleitman, L.R.
(1985) Orthographic resource affect reading acquisition if they are used. Remedial and Special Education, 6, 24-36.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, 530–542. CrossrefGoogle Scholar
Ho, C. S-H., & Bryant, P.
(1997) Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946–951. CrossrefGoogle Scholar
Ho, C.S.-H., Chan, D.W.-O., Tsang, S.-M., & Lee, S.-H.
(2002) The cognitive profile and multiple deficithypothesis in Chinese developmental dyslexia. Developmental Psychology 38, 543-553.Google Scholar
Kim, Y-S.
(2007) Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units. Applied Psycholinguistics, 28, 69–94. CrossrefGoogle Scholar
Kim, Y.-T., Chang, H.-S, Yim, S.-S., & Paek, H.-J.
(1995) Picture vocabulary test. Seoul, Korea: Seoul Community Rehabilitation Center.Google Scholar
Kuo, L., & Anderson, R. C.
(2006) Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161–180. doi.CrossrefGoogle Scholar
Lindsey, K. A., Manis, F. R., & Bailey, C. E.
(2003) Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482–494. CrossrefGoogle Scholar
Manis, F. R., Seidenberg, M. S. & Doi, L. M.
(1999) See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129–157. CrossrefGoogle Scholar
McBride, C.
(2015) Children’s Literacy Development. Oxford: OUP.Google Scholar
McBride-Chang, C., Cho, J-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S-M., & Muse, A.
(2005) Changing models across cultures: Associations of PA and morphological structure awareness to vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and United States. Journal of Experimental Child Psychology, 92, 140–160. CrossrefGoogle Scholar
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K.
(2003) MA uniquely predicts young childrenʹs Chinese character recognition. Journal of Educational Psychology, 95, 743–751. CrossrefGoogle Scholar
Meyer, M. S., Wood, F. B., Hart, L. A. & Felton, R. H.
(1998) Longitudinal course of rapid naming in disabled and nondisabled readers. Annals of Dyslexia, 48, 91–114. CrossrefGoogle Scholar
Moll, K. & Landerl, K.
(2009) Double dissociation between reading and spelling deficits. Scientific Studies of Reading, 15, 359–382. CrossrefGoogle Scholar
Nagy, W., Berlinger, V. W., & Abbott, R. D.
(2006) Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134–147. CrossrefGoogle Scholar
Nunes, T., & Hitano, G.
(2004) Morphology, reading and writing: Looking across languages. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 651–672). Dordrecht: Kluwer. CrossrefGoogle Scholar
Olson, R., Forsberg, H., Wise, B., & Rack, J.
(1994) Measurement of word recognition, orthographic and phonological skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 243–277). Baltimore, MD: Paul H. Brookes.Google Scholar
Pacton, S., Perruchet, P., Fayol, M., & Cleeremans, A.
(2001) Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: General, 130, 401–426. Crossref.Google Scholar
Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y. & Li, H.
(2011) What is in the naming? Journal of Educational Psychology, 103, 897–908. Crossref.Google Scholar
Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, S. H.
(2009) Towards a comprehensive view of the skills involved in word reading in Grades 4, 6 and 8. Journal of Experimental Child Psychology, 102, 96–113. Crossref.Google Scholar
Seidenberg, M. S. & McClelland, J. L.
(1989) A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568. doi.CrossrefGoogle Scholar
Shu, H., McBride-Chang, C., Wu, S., Liu, H.
(2006) Understanding Chinese developmental dyslexia: MA as a core cognitive construct. Journal of Educational Psychology, 98, 122–133. CrossrefGoogle Scholar
Singson, M., Mahony, D., & Mann, V.
(2000) The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252. CrossrefGoogle Scholar
Stanovich, K. E., & West, R. F.
(1989) Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402–414. Crossref.Google Scholar
Stanovich, K. E., West, R. F., & Cunningham, A. E.
(1991) Beyond phonological processes: Print exposure and orthographic processing. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 219–235). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Taylor, I., & Taylor, M. M.
(2014) Writing and literacy in Chinese, Korean, and Japanese. Amsterdam: John Benjamins.Google Scholar
Torgesen, J. K., Wagner, R. K. & Rashotte, C. A.
(1997) Approaches to the prevention and remediation of phonologically based reading disabilities. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia. (pp. 287–304). London: Lawrence Erlbaum Associates.Google Scholar
Verhoeven, L., & Perfetti, C.
(2003) Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7, 208–217. CrossrefGoogle Scholar
Wagner, R. K., & Barker, T. A.
(1994) The development of orthographic processing ability. In V. W. Berninger (Ed.), The varieties of orthographic knowledge: Theoretical and developmental issues (pp. 243–276). Dordrecht: Kluwer. CrossrefGoogle Scholar
Wagner, R. K., & Torgesen, J.
(1987) The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212. CrossrefGoogle Scholar
Wagner R. K., Torgesen, J. K., & Rashotte, C. A.
1999Comprehensive Test of Phonological Processing (CTOPP). Austin, TX: Pro-Ed.Google Scholar
Wang, M., Park, Y., & Lee, K.-R.
(2006) Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer, Journal of Educational Psychology, 98, 148–158. 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
Wimmer, H., Mayringer, H., & Landerl, K.
(2000) The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668–680. CrossrefGoogle Scholar
Wolf, M., & Bowers, P. G.
(1999) The double-deficit hypotheses for the developmental dyslexia, Journal of Educational Psychology, 91, 415–438. CrossrefGoogle Scholar
Ziegler, J. C., Bertrand, D., To’rth, D., Cse’pe, V., Reis, A., Faı’sca, L.
et al. (2010) Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551–559. CrossrefGoogle Scholar