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Cited by

• 2015Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies234 cited
• 2013Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention.224 cited
• 2010What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.216 cited
• 2010How Effective Are Family Literacy Programs?185 cited
• 2011Measuring behavioral regulation in four societies.174 cited
• 2017Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese168 cited
• 2017Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis.166 cited
• 2013Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China159 cited
• 2012Enhancing parent–child shared book reading interactions: Promoting references to the book's plot and socio-cognitive themes154 cited
• 2012Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children113 cited
• 2009Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners110 cited
• 2022The story so far: A systematic review of the dialogic reading literature