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Specific Reading Difficulties in Chinese, English, or Both

16 references·16 citing·43 second hopsampled

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References

1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities1,457 cited
2006Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.899 cited
1999Phonological awareness and early reading: A meta-analysis of experimental training studies.839 cited
2001Reading Fluency and Its Intervention686 cited
2000Stanford-Binet Intelligence Scale.668 cited
2006Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.590 cited
2003Morphological awareness uniquely predicts young children's Chinese character recognition.498 cited
2003The Development of Reading in Children Who Speak English as a Second Language.493 cited
2001The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.471 cited
2007Phonological awareness in young Chinese children464 cited
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
2003Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence401 cited

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2008

Teaching Second Language Reading

392 cited

2001Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing.389 cited

1999Phonological short-term memory and vocabulary development: further evidence on the nature of the relationship387 cited

Cited by

2016How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children105 cited
2013Correlates of Chinese kindergarteners’ word reading and writing: the unique role of copying skills?98 cited
2015Unique predictors of early reading and writing: A one-year longitudinal study of Chinese kindergarteners83 cited
2016The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis80 cited
2013A Tale of Two Writing Systems79 cited
2015Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners59 cited
2014Writing and Literacy in Chinese, Korean and Japanese: Revised Edition56 cited
2014Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?54 cited
2012Poor Readers of Chinese and English: Overlap, Stability, and Longitudinal Correlates54 cited
2016The Role of Foreign Domestic Helpers in Hong Kong Chinese Children's English and Chinese Skills: A Longitudinal Study51 cited
2021Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading50 cited
2015The role of SES in Chinese (L1) and English (L2) word reading in Chinese‐speaking kindergarteners47 cited
2014Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia45 cited
2015Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English43 cited
2016Study on Morphological Awareness and Rapid Automatized Naming Through Word Reading and Comprehension in Normal and Disabled Reading Arabic-Speaking Children42 cited
2013Language Disorders in Multilingual and Multicultural Populations40 cited