Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners

16 references·9 citing·40 second hop

FromToDepth

this work references cited by second hop

References

2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,495 cited
1999Phonological awareness and early reading: A meta-analysis of experimental training studies.839 cited
2006Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.590 cited
2006Vocabulary Acquisition: Implications for Reading Comprehension.509 cited
2003Morphological awareness uniquely predicts young children's Chinese character recognition.498 cited
2007Phonological awareness in young Chinese children464 cited
2005The role of morphological awareness in children's vocabulary acquisition in English352 cited
2002Cross–Cultural Similarities in the Predictors of Reading Acquisition333 cited
2000Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.320 cited
2009Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition305 cited
2005Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.280 cited
2008Dialogic reading and morphology training in Chinese children: Effects on language and literacy.260 cited
2008What's in a word? Morphological awareness and vocabulary knowledge in three languages

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

257 cited

1997Learning to Read Chinese Beyond the Logographic Phase245 cited

2002Teaching morphemic and contextual analysis to fifth‐grade students238 cited

2003Learning Morphological and Phonological Spelling Rules: An Intervention Study225 cited

Cited by

2015Learning to Read Chinese: Universal and Unique Cognitive Cores47 cited
2018Dyslexia in Chinese46 cited
2023Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill45 cited
2021Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research44 cited
2025Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model40 cited
2017Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong38 cited
2019Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic38 cited
2022Recent Advances in Chinese Developmental Dyslexia36 cited
2017Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia34 cited