A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals

By Connie Suk-han Ho, Ting Ng, W. Ng. 2003

266 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/18f3bd84842ebc84d77f1060236494123d207099

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. George K. Georgiou
2. Rauno Parrila
3. Chen-Huei Liao
4. Peng Peng
5. George Manolitsis
6. John R. Kirby

In Education

1. George K. Georgiou
2. Rauno Parrila
3. Chen-Huei Liao
4. Peng Peng
5. George Manolitsis
6. John R. Kirby

In Statistics and Probability

1. George K. Georgiou
2. Chen-Huei Liao
3. Rauno Parrila
4. Peng Peng

Citations in the corpus

• Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling (2020, background): “Deficits in any of these meta-linguistic skills are also important markers of Chinese dyslexia (e.g., Ho et al., 2003; McBride et al., 2018; Peng et al., 2017; Shu et al., 2006).”
• Rapid naming speed and Chinese character recognition (2008, background): “Therefore, radicals that reside in illegal positions will violate the formation rules of Chinese characters and form noncharacters ( Ho et al., 2003 ).”