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How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Reading & writing, 2020-09, Vol.33 (7), p.1745-1767

2020

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On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study

Developmental science, 2016-11, Vol.19 (6), p.982-991

2016

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What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language

Journal of educational psychology, 2011-11, Vol.103 (4), p.897-908

2011

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Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study

Developmental science, 2015-01, Vol.18 (1), p.119-131

2015

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Phonological Skills and Vocabulary Knowledge Mediate Socioeconomic Status Effects in Predicting Reading Outcomes for Chinese Children

Developmental psychology, 2013-04, Vol.49 (4), p.665-671

2013

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Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones

Journal of child psychology and psychiatry, 2012-08, Vol.53 (8), p.874-882

2012

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Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children

Journal of child psychology and psychiatry, 2011-02, Vol.52 (2), p.212-220

2011

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Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

International journal of behavioral development, 2018-05, Vol.42 (3), p.342-356

2018

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Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain

Cognition, 2011, Vol.118 (1), p.48-64

2011

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Orthography and the Development of Reading Processes: An Eye-Movement Study of Chinese and English

Child development, 2009-05, Vol.80 (3), p.720-735

2009

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The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

Reading & writing, 2012-01, Vol.25 (1), p.283-300

2012

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Brain responses during auditory word recognition vary with reading ability in Chinese school‐age children

Developmental science, 2022-05, Vol.25 (3), p.e13216-n/a

2022

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Categorical Perception of Chinese Lexical Tones by Late Second Language Learners with High Proficiency: Behavioral and Electrophysiological Measures

Journal of speech, language, and hearing research, 2021-12, Vol.64 (12), p.4695-4704

2021

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Mandarin-Speaking, Kindergarten-Aged Children with Cochlear Implants Benefit from Natural "F"[subscript 0] Patterns in the Use of Semantic Context during Speech Recognition

Journal of speech, language, and hearing research, 2018-08, Vol.61 (8), p.2146

2018

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Different Measures of Print Exposure Predict Different Aspects of Vocabulary

Reading research quarterly, 2018-10, Vol.53 (4), p.443-454

2018

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Incidental Learning of Word Meanings While Reading: A Chinese and American Cross-Cultural Study

Reading research quarterly, 1995-01, Vol.30 (1), p.76-95

1995

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Longitudinal correlates of reading comprehension difficulties in Chinese children

Reading & writing, 2014-03, Vol.27 (3), p.481-501

2014

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Moving from recitation to open-format literature discussion in Chinese classrooms

Instructional science, 2015-11, Vol.43 (6), p.643-664

2015

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Writing quality in Chinese children: speed and fluency matter

Reading & writing, 2012-08, Vol.25 (7), p.1499-1521

2012

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Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study

Scientific studies of reading, 2009-01, Vol.13 (1), p.26-52

2009

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Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

Reading & writing, 2012-10, Vol.25 (9), p.2183-2203

2012

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How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study

What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language

Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study

Phonological Skills and Vocabulary Knowledge Mediate Socioeconomic Status Effects in Predicting Reading Outcomes for Chinese Children

Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones

Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children

Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

Word learning does not end at fast-mapping: Evolution of verb meanings through reorganization of an entire semantic domain

Orthography and the Development of Reading Processes: An Eye-Movement Study of Chinese and English

The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

Brain responses during auditory word recognition vary with reading ability in Chinese school‐age children

Categorical Perception of Chinese Lexical Tones by Late Second Language Learners with High Proficiency: Behavioral and Electrophysiological Measures

Mandarin-Speaking, Kindergarten-Aged Children with Cochlear Implants Benefit from Natural "F"[subscript 0] Patterns in the Use of Semantic Context during Speech Recognition

Different Measures of Print Exposure Predict Different Aspects of Vocabulary

Incidental Learning of Word Meanings While Reading: A Chinese and American Cross-Cultural Study

Longitudinal correlates of reading comprehension difficulties in Chinese children

Moving from recitation to open-format literature discussion in Chinese classrooms

Writing quality in Chinese children: speed and fluency matter

Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study

Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

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