|
Articles that cite this article: Role of Radical Awareness in the Character and Word Acquisition of Chinese ChildrenHua ShuRichard C. AndersonArticles that cite this article (and are available online) include:Catherine, M., & Treiman, R. (2003). Hong kong chinese kindergartners learn to read english analytically. Psychological Science, 14, 138. doi:10.1111/1467-9280.t01-1-01432 Cheung, H., Chan, M., & Chong, K. (2007). Use of Orthographic Knowledge in Reading by Chinese-English Bi-scriptal Children. Language Learning, 57, 469. doi:10.1111/j.1467-9922.2007.00423.x Gottardo, A., Yan, B., Siegel, L.S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing.. Journal of Educational Psychology, 93, 530. doi:10.1037/0022-0663.93.3.530 Harrison, G.L., & Krol, L. (2007). Relationship between L1 and L2 word-level reading and phonological processing in adults learning English as a second language. Journal of Research in Reading, 30, 379. doi:10.1111/j.1467-9817.2007.00351.x Ho, C., Ng, T., & Ng, W. (2003). A "Radical" Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals. Journal of Literacy Research, 35, 849. doi:10.1207/s15548430jlr3503_3 Kuo, L., & Anderson, R. (2006). Morphological Awareness and Learning to Read: A Cross-Language Perspective. Educational Psychologist, 41, 161. doi:10.1207/s15326985ep4103_3 Leong, C., Cheng, P., & Lam, C.C. (2000). Exploring reading-spelling connection as locus of dyslexia in Chinese. Annals of Dyslexia, 50, 239. doi:10.1007/s11881-000-0024-4 Liao, C., Georgiou, G.K., & Parrila, R. (2007). Rapid naming speed and Chinese character recognition. Reading and Writing, doi:10.1007/s11145-007-9071-0 Mori, Y. (2003). The Roles of Context and Word Morphology in Learning New Kanji Words. The Modern Language Journal, 87, 404. doi:10.1111/1540-4781.00198 Mori, Y., Sato, K., & Shimizu, H. (2007). Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability. Language Learning, 57, 57. doi:10.1111/j.1467-9922.2007.00399.x Packard, J.L., Chen, X., Li, W., Wu, X., Gaffney, J.S., Li, H., & Anderson, R.C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19, 457. doi:10.1007/s11145-006-9003-4 Pak, A.H., Cheng-lai, A., Tso, I.F., Shu, H., Li, W., & Anderson, R.C. (2005). Visual Chunking Skills of Hong Kong Children. Reading and Writing, 18, 437. doi:10.1007/s11145-005-6575-3 Pine, N., Ping'an, H., & Song, H. (2003). Decoding Strategies Used by Chinese Primary School Children. Journal of Literacy Research, 35, 777. doi:10.1207/s15548430jlr3502_5 SHEN, H.H., & KE, C. (2007). Radical Awareness and Word Acquisition Among Nonnative Learners of Chinese. The Modern Language Journal, 91, 97. doi:10.1111/j.1540-4781.2007.00511.x Shu, H., Anderson, R.C., & Wu, N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children.. Journal of Educational Psychology, 92, 56. doi:10.1037/0022-0663.92.1.56 Shu, H., Chen, X., Anderson, R.C., Wu, N., & Xuan, Y. (2003). Properties of School Chinese: Implications for Learning to Read. Child Development, 74, 27. doi:10.1111/1467-8624.00519 Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct.. Journal of Educational Psychology, 98, 122. doi:10.1037/0022-0663.98.1.122 Wang, M., Perfetti, C., & Liu, Y. (2003). Alphabetic Readers Quickly Acquire Orthographic Structure in Learning to Read Chinese. Scientific Studies of Reading, 7, 183. doi:10.1207/S1532799XSSR0702_4 Wang, M., Liu, Y., & Perfetti, C. (2004). The Implicit and Explicit Learning of Orthographic Structure and Function of a New Writing System. Scientific Studies of Reading, 8, 357. doi:10.1207/s1532799xssr0804_3 Wang, M., & Koda, K. (2005). Commonalities and Differences in Word Identification Skills Among Learners of English as a Second Language. Language Learning, 55, 71. doi:10.1111/j.0023-8333.2005.00290.x Wang, M., & Koda, K. (2007). Commonalities and Differences in Word Identification Skills Among Learners of English as a Second Language. Language Learning, 57, 201. doi:10.1111/j.1467-9922.2007.00416.x |
|
|||||