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Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory

Language learning, 2022-06, Vol.72 (2), p.534-575

2022

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Executive functions in Chinese kindergarten children with early reading problems

Dyslexia (Chichester, England), 2022-08, Vol.28 (3), p.325-341

2022

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Effect of Twinning on Chinese and English Vocabulary Knowledge

Child development, 2020-11, Vol.91 (6), p.1886-1897

2020

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First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners

Reading research quarterly, 2016-07, Vol.51 (3), p.323-344

2016

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The Cognitive Profile and Multiple-Deficit Hypothesis in Chinese Developmental Dyslexia

Developmental psychology, 2002-07, Vol.38 (4), p.543-553

2002

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Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese

Journal of experimental child psychology, 2021-06, Vol.206, p.105100-105100, Article 105100

2021

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The role of stroke knowledge in reading and spelling in Chinese

Journal of research in reading, 2016-11, Vol.39 (4), p.367-388

2016

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Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia

Reading & writing, 2019-03, Vol.32 (3), p.639-662

2019

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Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Journal of research in reading, 2020-05, Vol.43 (2), p.201-228

2020

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A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children

Learning and instruction, 2020-06, Vol.67, p.101327, Article 101327

2020

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Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners

Scientific studies of reading, 2005-04, Vol.9 (2), p.117-144

2005

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Reading fluency as the bridge between decoding and reading comprehension in Chinese children

Frontiers in psychology, 2023-08, Vol.14, p.1221396-1221396

2023

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Reading Comprehension Difficulties in Chinese–English Bilingual Children

Dyslexia (Chichester, England), 2018-02, Vol.24 (1), p.59-83

2018

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Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese

Early childhood research quarterly, 2023-01, Vol.63, p.73-84

2023

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Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students

Reading research quarterly, 2015-07, Vol.50 (3), p.313-336

2015

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Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong

Educational studies, 2007-06, Vol.33 (2), p.249-265

2007

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Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

Contemporary educational psychology, 2017-10, Vol.51, p.293-302

2017

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A Simple View of Writing in Chinese

Reading research quarterly, 2017-07, Vol.52 (3), p.333-355

2017

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Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

Reading & writing, 2018-10, Vol.31 (8), p.1765-1786

2018

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Learning to Read Chinese Beyond the Logographic Phase

Reading research quarterly, 1997-07, Vol.32 (3), p.276-289

1997

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Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

Scandinavian journal of psychology, 2017-12, Vol.58 (6), p.519-529

2017

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Predicting the Developmental Trajectories of Chinese Reading, English Reading, and Mathematics: Evidence From Hong Kong Chinese Children

Developmental psychology, 2023-09, Vol.59 (9), p.1652-1667

2023

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Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children

Contemporary educational psychology, 2009-04, Vol.34 (2), p.103-112

2009

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Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?

Journal of learning disabilities, 2010-05, Vol.43 (3), p.195-211

2010

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Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

Applied psycholinguistics, 2019-03, Vol.40 (2), p.323-349

2019

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Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory

Executive functions in Chinese kindergarten children with early reading problems

Effect of Twinning on Chinese and English Vocabulary Knowledge

First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners

The Cognitive Profile and Multiple-Deficit Hypothesis in Chinese Developmental Dyslexia

Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese

The role of stroke knowledge in reading and spelling in Chinese

Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia

Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children

Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners

Reading fluency as the bridge between decoding and reading comprehension in Chinese children

Reading Comprehension Difficulties in Chinese–English Bilingual Children

Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese

Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students

Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong

Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

A Simple View of Writing in Chinese

Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

Learning to Read Chinese Beyond the Logographic Phase

Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

Predicting the Developmental Trajectories of Chinese Reading, English Reading, and Mathematics: Evidence From Hong Kong Chinese Children

Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children

Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?

Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

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