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Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension
16 references·12 citing·33 second hop
Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension (2011)Reading with meaning: the contributions o…Comprehensive Test of Phonological Processing (2014)Comprehensive Test of Phonolo…Vocabulary Acquisition: Implications for Reading Comprehension. (2006)Vocabulary Acquisition: Impli…Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct. (2006)Understanding chinese develop…Should the Simple View of Reading Include a Fluency Component? (2006)Should the Simple View of Rea…Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)Language Deficits in Poor Com…Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States (2005)Changing models across cultur…Properties of School Chinese: Implications for Learning to Read (2003)Properties of School Chinese:…Naming speed and phonological awareness as predictors of reading development. (2003)Naming speed and phonological…Morphological awareness uniquely predicts young children's Chinese character recognition. (2003)Morphological awareness uniqu…Comprehensive Test of Phonological Processing (2001)Comprehensive Test of Phonolo…The Morphology of Chinese (2000)The Morphology of ChineseTHE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX (2000)THE COMPONENT MODEL OF READIN…Preventing Reading Difficulties in Young Children (1998)Preventing Reading Difficulti…Role of Radical Awareness in the Character and Word Acquisition of Chinese Children (1997)Role of Radical Awareness in …The simple view of reading (1990)The simple view of readingDecoding, Reading, and Reading Disability (1986)Decoding, Reading, and Readin…Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development (2021)Character and word reading in…The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study (2020)The roles of decoding and voc…Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis (2020)Reading Comprehension and Met…Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders (2019)Multiple Pathways by Which Co…Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model (2019)Contributions of morphologica…Morphological awareness predicts the growth rate of Chinese character reading (2018)Morphological awareness predi…Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong (2017)Role of decoding competence i…Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension (2017)Examining an extended simple …Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2 (2016)Growth of Compounding Awarene…Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children (2016)Cross-Lagged Relationships be…Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4 (2015)Effects of Metalinguistic Awa…Longitudinal correlates of reading comprehension difficulties in Chinese children (2013)Longitudinal correlates of re…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)Chinese children's character recognition: Visuo‐orthographic, phonological processing and morphological skills (2010)Morphological Knowledge and Literacy Acquisition (2013)A meta-analysis on the relation between reading and working memory. (2017)The double-deficit hypothesis for the developmental dyslexias. (1999)Reinterpreting the development of reading skills (2005)Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Socioeconomic gradients predict individual differences in neurocognitive abilities (2007)Comprehension: A Paradigm for Cognition (1998)Naming Speed and Reading: From Prediction to Instruction (2010)Rapid automatized naming and reading performance: A meta-analysis. (2014)Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017)Handbook of reading research (1991)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)The Child's Learning of English Morphology (1958)Early reading acquisition and its relation to reading experience and ability 10 years later. (1997)Phonological awareness in young Chinese children (2007)Stanford-Binet Intelligence Scale (2012)The American Heritage Word Frequency Book (1973)How Many Words Are There in Printed School English? (1984)Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development (2007)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Are Specific Language Impairment and Dyslexia Distinct Disorders? (2005)Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006)Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities (2011)School readiness and later achievement. (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties (2010)Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review (2010)L2 Reading Comprehension and Its Correlates: A Meta‐Analysis (2014)
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References

  • 1998Preventing Reading Difficulties in Young Children5,494 cited
  • 1986Decoding, Reading, and Reading Disability3,969 cited
  • 1990The simple view of reading2,899 cited
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  • 2003Naming speed and phonological awareness as predictors of reading development.537 cited
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  • 2003Morphological awareness uniquely predicts young children's Chinese character recognition.498 cited
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  • 2000The Morphology of Chinese456 cited
  • 2006Should the Simple View of Reading Include a Fluency Component?406 cited
  • 2000

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THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX
398 cited
  • 1997Role of Radical Awareness in the Character and Word Acquisition of Chinese Children377 cited
  • Cited by

    • 2019Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders66 cited
    • 2016Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 263 cited
    • 2015Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 462 cited
    • 2013Longitudinal correlates of reading comprehension difficulties in Chinese children53 cited
    • 2017Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension51 cited
    • 2016Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children43 cited
    • 2018Morphological awareness predicts the growth rate of Chinese character reading43 cited
    • 2020Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis42 cited
    • 2019Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model40 cited
    • 2020The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study40 cited
    • 2021Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development39 cited
    • 2017Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong33 cited