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Developmental Models of Learning to Read Chinese Words

Developmental psychology, 2010-11, Vol.46 (6), p.1662-1676

2010

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Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia

Child development, 2020-11, Vol.91 (6), p.1953-1969

2020

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Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development

Journal of learning disabilities, 2018-09, Vol.51 (5), p.482-489

2018

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How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects

Reading research quarterly, 2022-04, Vol.57 (2), p.409-429

2022

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Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers

Journal of learning disabilities, 2019-07, Vol.52 (4), p.299-311

2019

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Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary

Contemporary educational psychology, 2017-01, Vol.48, p.167-178

2017

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Speech Prosody and Reading Comprehension in Chinese-English Bilingual Children: The Mediating Role of Syntactic Awareness

Journal of speech, language, and hearing research, 2023-07, Vol.66 (7), p.2362-2375

2023

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Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English

Journal of educational psychology, 2011-08, Vol.103 (3), p.523-534

2011

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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Developmental science, 2019-01, Vol.22 (1), p.e12745-n/a

2019

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From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness

Journal of speech, language, and hearing research, 2019-06, Vol.62 (6), p.1875-1889

2019

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Chinese-English biscriptal reading: cognitive component skills across orthographies

Reading & writing, 2010-03, Vol.23 (3-4), p.293-310

2010

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Visual mismatch negativity elicited by semantic violations in visual words

Brain research, 2020-11, Vol.1746, p.147010-147010, Article 147010

2020

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A Tale of Two Features: Perception of Cantonese Lexical Tone and English Lexical Stress in Cantonese-English Bilinguals

PloS one, 2015-11, Vol.10 (11), p.e0142896-e0142896

2015

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The relations between morphological awareness and reading comprehension in beginner readers to young adolescents

Journal of research in reading, 2021-02, Vol.44 (1), p.110-130

2021

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Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia

Journal of learning disabilities, 2018-05, Vol.51 (3), p.293-301

2018

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Development and validation of the online learning attitude questionnaire (OLAQ) among primary school children and caregivers

Interactive learning environments, 2023-12, Vol.31 (10), p.6768-6782

2023

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The Neural Signature of Statistical Learning of Orthography

Frontiers in human neuroscience, 2020-03, Vol.14, p.26-26

2020

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Identifying Chinese Children with Dyslexia Using Machine Learning with Character Dictation

Scientific studies of reading, 2023-01, Vol.27 (1), p.82-100

2023

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Unraveling Temporal Dynamics of Multidimensional Statistical Learning in Implicit and Explicit Systems: An X-Way Hypothesis

Cognitive science, 2024-04, Vol.48 (4), p.e13437-e13437

2024

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DysDiTect: Dyslexia Identification Using CNN-Positional-LSTM-Attention Modeling with Chinese Dictation Task

Brain sciences, 2024-05, Vol.14 (5), p.444

2024

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Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence

Developmental cognitive neuroscience, 2023-02, Vol.59, p.101190-101190, Article 101190

2023

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Corrigendum to “Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence” [Dev. Cogn. Neurosci. 59C (2023) 101190]

Developmental cognitive neuroscience, 2023-06, Vol.61, p.101208-101208, Article 101208

2023

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Psychosocial factors, but not professional practice skills, linked to self‐perceived effectiveness of telepractice in school‐based speech and language therapists during COVID‐19 pandemic

International journal of language & communication disorders, 2023-01, Vol.58 (1), p.111-123

2023

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Theory of Mind as a Mediator of Reading Comprehension Differences between Chinese School-Age Children with Autism and Typically Developing Peers

Scientific studies of reading, 2020-07, Vol.24 (4), p.292-306

2020

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Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study

Quarterly journal of experimental psychology (2006), 2020-04, Vol.73 (4), p.617-628

2020

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Developmental Models of Learning to Read Chinese Words

Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia

Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development

How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects

Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers

Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary

Speech Prosody and Reading Comprehension in Chinese-English Bilingual Children: The Mediating Role of Syntactic Awareness

Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness

Chinese-English biscriptal reading: cognitive component skills across orthographies

Visual mismatch negativity elicited by semantic violations in visual words

A Tale of Two Features: Perception of Cantonese Lexical Tone and English Lexical Stress in Cantonese-English Bilinguals

The relations between morphological awareness and reading comprehension in beginner readers to young adolescents

Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia

Development and validation of the online learning attitude questionnaire (OLAQ) among primary school children and caregivers

The Neural Signature of Statistical Learning of Orthography

Identifying Chinese Children with Dyslexia Using Machine Learning with Character Dictation

Unraveling Temporal Dynamics of Multidimensional Statistical Learning in Implicit and Explicit Systems: An X-Way Hypothesis

DysDiTect: Dyslexia Identification Using CNN-Positional-LSTM-Attention Modeling with Chinese Dictation Task

Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence

Corrigendum to “Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence” [Dev. Cogn. Neurosci. 59C (2023) 101190]

Psychosocial factors, but not professional practice skills, linked to self‐perceived effectiveness of telepractice in school‐based speech and language therapists during COVID‐19 pandemic

Theory of Mind as a Mediator of Reading Comprehension Differences between Chinese School-Age Children with Autism and Typically Developing Peers

Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study

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