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The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11
16 references·2 citing·49 second hop
The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11 (2016)The influence of early linguistic skills …Standard Progressive Matrices (2012)Standard Progressive MatricesOrthographic Depth and Its Impact on Universal Predictors of Reading (2010)Orthographic Depth and Its Im…Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. (2009)Predicting reading comprehens…Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry (2009)Differences in Early Gesture …Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008)Development of word reading f…Socioeconomic gradients predict individual differences in neurocognitive abilities (2007)Socioeconomic gradients predi…Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct. (2006)Understanding chinese develop…Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2005)Testing the Home Literacy Mod…Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Reading Acquisition, Developm…Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. 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References

  • 2004Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods7,799 cited
  • 2005Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.2,863 cited
  • 1998Child Development and Emergent Literacy2,622 cited
  • 2003The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech2,343 cited
  • 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
  • 2012Standard Progressive Matrices1,216 cited
  • 2004Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.1,086 cited
  • 2000Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.1,070 cited
  • 2007Socioeconomic gradients predict individual differences in neurocognitive abilities1,040 cited
  • 2010Orthographic Depth and Its Impact on Universal Predictors of Reading832 cited
  • 2008Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.724 cited
  • 2005Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure688 cited
  • 2009Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.

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667 cited
  • 2006Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.590 cited
  • 2009Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry556 cited
  • 2003Naming speed and phonological awareness as predictors of reading development.537 cited
  • Cited by

    • 2022Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective69 cited
    • 2022Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis65 cited