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Phonological awareness and visual skills in learning to read Chinese and English

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References

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Cited by

2005Changing 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 States459 cited
2014Sensory theories of developmental dyslexia: three challenges for research429 cited
2010Chinese children's character recognition: Visuo‐orthographic, phonological processing and morphological skills415 cited
2003Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia

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369 cited

2013Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.362 cited

1997Phonological skills are important in learning to read Chinese.361 cited

2002The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.350 cited

2007Acquisition of Literacy in Bilingual Children: A Framework for Research343 cited

2006Contribution of morphological awareness to Chinese-English biliteracy acquisition.342 cited

2002Cross–Cultural Similarities in the Predictors of Reading Acquisition333 cited

1998Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish330 cited

2004Chinese–English biliteracy acquisition: cross-language and writing system transfer315 cited

2000How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness300 cited

2005Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems.295 cited

2005Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.280 cited

2004Levels of phonological awareness in three cultures275 cited