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Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children.

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References

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2009Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry556 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
1995Phonological awareness and visual skills in learning to read Chinese and English444 cited
2003The detailed age trajectory of oral vocabulary knowledge: differences by class and race438 cited
1998Development of phonological sensitivity in 2- to 5-year-old children.424 cited

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2010

Chinese children's character recognition: Visuo‐orthographic, phonological processing and morphological skills

415 cited

1995Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement.368 cited

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

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2017Individualized Prediction of Reading Comprehension Ability Using Gray Matter Volume99 cited
2017Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese89 cited
2020Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling82 cited
2016The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 1168 cited
2019Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms66 cited
2020Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES65 cited
2019Development of neural specialization for print: Evidence for predictive coding in visual word recognition48 cited
2015The role of SES in Chinese (L1) and English (L2) word reading in Chinese‐speaking kindergarteners47 cited
2017The Relationship between SES and Reading Comprehension in Chinese: A Mediation Model44 cited
2017The Anatomy of the Role of Morphological Awareness in Chinese Character Learning: The Mediation of Vocabulary and Semantic Radical Knowledge and the Moderation of Morpheme Family Size42 cited
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2023Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese?2 cited