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Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context

Journal of research in reading, 2019-02, Vol.42 (1), p.58-79

2019

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Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance

Journal of educational psychology, 2014-08, Vol.106 (3), p.779-798

2014

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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language

Reading & writing, 2019-02, Vol.32 (2), p.439-466

2019

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Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automatized Naming, and Onset-Rime Phonological Segmentation

Journal of educational psychology, 2008-02, Vol.100 (1), p.135-149

2008

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Component skills of text comprehension in less competent Chinese comprehenders

Annals of dyslexia, 2007-06, Vol.57 (1), p.75-97

2007

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Cognitive Processing of the Chinese and the Japanese Languages

1, 1998

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Training Orthographic and Sentence Structures Helps Poor Readers in Chinese

International journal of disability, development, and education, 2012-12, Vol.59 (4), p.359-378

2012

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The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese

Reading & writing, 2008-07, Vol.21 (5), p.559-586

2008

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Contribution of Working Memory, Orthographic and Sentential Processing to Chinese Text Comprehension by Tibetan and Yi Students

The reading matrix, 2017-04, Vol.17 (1), p.16

2017

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The Impact of Sonority on Onset-Rime and Peak-Coda Lexical Decision and Naming of Lexical Items by Children with Different Spelling Ability

Journal of psycholinguistic research, 2008-03, Vol.37 (2), p.125-139

Leong, Che Kan

2008

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Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study

Reading & writing, 2016-03, Vol.29 (3), p.383-407

2016

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The Role of Sensitivity to Rhymes, Phonemes and Tones in Reading English and Chinese Pseudowords

Reading & writing, 2005-02, Vol.18 (1), p.1-26

2005

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Editor's Commentary

Annals of dyslexia, 2006-09, Vol.56 (2), p.192-198

Leong, Che Kan

2006

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Exploring Two-Wave Reciprocal Structural Relations Among Orthographic Knowledge, Phonological Sensitivity, and Reading and Spelling of English Words by Chinese Students

Journal of educational psychology, 2005-11, Vol.97 (4), p.591-600

2005

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EDITOR'S COMMENTARY

Annals of dyslexia, 2006-06, Vol.56 (1), p.1-12

Leong, Che Kan

2006

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Understanding Literacy and Cognition: Theory, Research, and Application

1, 1990

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Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives

1, 1994

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Editor's Commentary

Annals of dyslexia, 2005-12, Vol.55 (2), p.135-146

Leong, Che Kan

2005

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Editor's Commentary

Annals of dyslexia, 2004-06, Vol.54 (1), p.1-8

Leong, Che Kan

2004

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Learning to Read and Spell English Words by Chinese Students

Scientific studies of reading, 2005-01, Vol.9 (1), p.63-84

2005

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Orthographic Knowledge Promotes Young Chinese Children's Character Writing Performance

International journal of disability, development, and education, 2019-09, Vol.66 (5), p.455-477

2019

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Editor's Commentary

Annals of dyslexia, 2005-06, Vol.55 (1), p.1-8

Leong, Che Kan

2005

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Editor's Commentary

Annals of dyslexia, 2004-12, Vol.54 (2), p.173-177

Leong, Che Kan

2004

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Cross-Language Studies of Learning to Read and Spell: Phonologic and Orthographic Processing

1, 1997

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Editor's Afterwords: On Editing the Annual Annals of Dyslexia

Annals of dyslexia, 2003-01, Vol.53 (1), p.355-356

Leong, Che Kan

2003

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Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context

Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance

Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language

Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automatized Naming, and Onset-Rime Phonological Segmentation

Component skills of text comprehension in less competent Chinese comprehenders

Cognitive Processing of the Chinese and the Japanese Languages

Training Orthographic and Sentence Structures Helps Poor Readers in Chinese

The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese

Contribution of Working Memory, Orthographic and Sentential Processing to Chinese Text Comprehension by Tibetan and Yi Students

The Impact of Sonority on Onset-Rime and Peak-Coda Lexical Decision and Naming of Lexical Items by Children with Different Spelling Ability

Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study

The Role of Sensitivity to Rhymes, Phonemes and Tones in Reading English and Chinese Pseudowords

Editor's Commentary

Exploring Two-Wave Reciprocal Structural Relations Among Orthographic Knowledge, Phonological Sensitivity, and Reading and Spelling of English Words by Chinese Students

EDITOR'S COMMENTARY

Understanding Literacy and Cognition: Theory, Research, and Application

Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives

Editor's Commentary

Editor's Commentary

Learning to Read and Spell English Words by Chinese Students

Orthographic Knowledge Promotes Young Chinese Children's Character Writing Performance

Editor's Commentary

Editor's Commentary

Cross-Language Studies of Learning to Read and Spell: Phonologic and Orthographic Processing

Editor's Afterwords: On Editing the Annual Annals of Dyslexia

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