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Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji

Reading & writing, 2017-06, Vol.30 (6), p.1335-1360

2017

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Orthographic knowledge: clarifications, challenges, and future directions

Reading & writing, 2019-04, Vol.32 (4), p.873-889

2019

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How do executive functions explain early Chinese reading and writing?

Reading & writing, 2023-03, Vol.36 (3), p.625-647

2023

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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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Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review

Reading & writing, 2017-10, Vol.30 (8), p.1617-1638

2017

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Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling

Reading & writing, 2022-12, Vol.35 (10), p.2453-2472

Babayigit, Selma

2022

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Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Reading & writing, 2023-09, Vol.36 (7), p.1769-1795

2023

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Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study

Reading & writing, 2023-11, Vol.36 (9), p.2465-2498

2023

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What is the role of audiovisual associative learning in Chinese reading?

Reading & writing, 2023-12, Vol.36 (10), p.2693-2715

2023

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Study of the orthographic neighborhood frequency effect on Chinese compound characters

Reading & writing, 2023-12, Vol.36 (10), p.2717-2738

2023

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Chinese children benefit from alternating-color words in sentence reading

Reading & writing, 2021-02, Vol.34 (2), p.355-369

2021

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Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls

Reading & writing, 2023-11, Vol.36 (9), p.2373-2407

2023

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Word reading by sequential trilingual: the relative strength of lexical and sub-lexical processing in Arabic and English orthographies

Reading & writing, 2023-12, Vol.36 (10), p.2649-2666

2023

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Role of radical position and character configuration in Chinese handwritten production

Reading & writing, 2023-09, Vol.36 (7), p.1609-1630

2023

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Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect

Reading & writing, 2023-09, Vol.36 (7), p.1685-1704

2023

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Phonological and orthographic processing in basic literacy adults and dyslexic children

Reading & writing, 2023-09, Vol.36 (7), p.1705-1742

2023

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Concurrent and longitudinal predictors of beginning writing in Chinese: the unique role of copying skills

Reading & writing, 2021-11, Vol.34 (9), p.2417-2437

2021

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Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic

Reading & writing, 2022-10, Vol.35 (8), p.1975-2014

2022

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Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

Reading & writing, 2022-09, Vol.35 (7), p.1525-1547

2022

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Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?

Reading & writing, 2023-03, Vol.36 (3), p.517-539

2023

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Connecting the dots: the contribution of orthographic knowledge to L2 Chinese reading comprehension through serial mediation of word decoding and listening comprehension

Reading & writing, 2023-05, Vol.36 (5), p.1261-1282

2023

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Morphological awareness and orthographic awareness link Chinese writing to reading comprehension

Reading & writing, 2020-09, Vol.33 (7), p.1701-1720

2020

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Script relativity hypothesis: evidence from reading with different spatial layouts and varied lexical tone

Reading & writing, 2022-06, Vol.35 (6), p.1323-1341

Winskel, Heather

2022

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Individual differences in children’s literacy development: the contribution of orthographic knowledge

Reading & writing, 2013-09, Vol.26 (8), p.1223-1239

2013

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The simple view of reading in a transparent orthography: the stronger role of oral comprehension

Reading & writing, 2015-09, Vol.28 (7), p.939-957

2015

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Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji

Orthographic knowledge: clarifications, challenges, and future directions

How do executive functions explain early Chinese reading and writing?

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

Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review

Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling

Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study

What is the role of audiovisual associative learning in Chinese reading?

Study of the orthographic neighborhood frequency effect on Chinese compound characters

Chinese children benefit from alternating-color words in sentence reading

Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls

Word reading by sequential trilingual: the relative strength of lexical and sub-lexical processing in Arabic and English orthographies

Role of radical position and character configuration in Chinese handwritten production

Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect

Phonological and orthographic processing in basic literacy adults and dyslexic children

Concurrent and longitudinal predictors of beginning writing in Chinese: the unique role of copying skills

Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic

Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?

Connecting the dots: the contribution of orthographic knowledge to L2 Chinese reading comprehension through serial mediation of word decoding and listening comprehension

Morphological awareness and orthographic awareness link Chinese writing to reading comprehension

Script relativity hypothesis: evidence from reading with different spatial layouts and varied lexical tone

Individual differences in children’s literacy development: the contribution of orthographic knowledge

The simple view of reading in a transparent orthography: the stronger role of oral comprehension

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