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Cognitive–Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners
16 references·0 citing·42 second hop
Cognitive–Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners (2022)Cognitive–Linguistic Skills Explain Chine…Standard Progressive Matrices (2018)Standard Progressive MatricesWhy the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017)Why the Simple View of Readin…Word Knowledge in a Theory of Reading Comprehension (2013)Word Knowledge in a Theory of…Morphological Aspects of Language Processing (2013)Morphological Aspects of Lang…Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009)Morphological Awareness, Orth…What's in a word? Morphological awareness and vocabulary knowledge in three languages (2008)What's in a word? Morphologic…The Acquisition of Reading Comprehension Skill (2008)The Acquisition of Reading Co…Speaking Up for Vocabulary (2007)Speaking Up for VocabularyReading Ability: Lexical Quality to Comprehension (2007)Reading Ability: Lexical Qual…Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006)Morphological Awareness and L…Changing 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 States (2005)Changing models across cultur…Reading development in Chinese children (2003)Reading development in Chines…Naming-Speed Processes, Timing, and Reading (2000)Naming-Speed Processes, Timin…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children (1997)Contributions of Phonological…Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (1987)Developmentally appropriate p…Working Memory (1974)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Phonological recoding and self-teaching: sine qua non of reading acquisition (1995)The double-deficit hypothesis for the developmental dyslexias. (1999)Comprehensive Test of Phonological Processing (2001)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Comparative fit indexes in structural models. (1990)Alternative Ways of Assessing Model Fit (1992)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. 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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives110,919 cited
  • 1987Developmentally appropriate practice in early childhood programs serving children from birth through age 82,604 cited
  • 2007Reading Ability: Lexical Quality to Comprehension2,330 cited
  • 2013Word Knowledge in a Theory of Reading Comprehension1,656 cited
  • 2013Morphological Aspects of Language Processing1,150 cited
  • 2008The Acquisition of Reading Comprehension Skill1,001 cited
  • 2006Morphological Awareness and Learning to Read: A Cross-Language Perspective935 cited
  • 2000Naming-Speed Processes, Timing, and Reading752 cited
  • 1997Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children681 cited
  • 2018Standard Progressive Matrices489 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
  • 2017Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)393 cited
  • 2003Reading development in Chinese children317 cited
  • 2009

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Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition
305 cited
  • 2007Speaking Up for Vocabulary303 cited
  • 2008What's in a word? Morphological awareness and vocabulary knowledge in three languages257 cited
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