Developmental issues in Chinese children's character acquisition.

By C. McBride-Chang, Connie Suk-han Ho. 2000

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1b8d0ea0b91244bdc21d6b755bfa6cc9bfee56a4

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. C. McBride-Chang
2. Hua Shu
3. Min Wang
4. X. Tong
5. Alexandra Gottardo
6. A. Wong
7. Linda Siegel
8. E. Geva

In Education

1. Min Wang
2. Hua Shu
3. A. Wong
4. Bonnie Wing-Yin Chow
5. C. McBride-Chang
6. X. Tong
7. Linda Siegel
8. Judith G. Foy

Citations in the corpus

• The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, background): “…phonological processing has been shown to be involved for skilled readers’ reading (for a review, see Perfetti, Liu, & Tan, 2005) and contribute to learning to read in young children (e.g., Ho & Bryant, 1997a, 1997b, 1997c; Hu & Catts, 1998; McBride-Chang & Ho, 2000; Shu, Anderson, & Wu, 2000).”
• Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, methodology): “A growing body of research has examined Chinese speakers learning English in China or Hong Kong (Hanley, Tzeng, & Huang, 1999 ; McBride‐Chang & Ho, 2000 ).”
• Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, methodology): “Twenty-seven single Chinese characters and 34 two-character words made up the first test, which was adopted from previous studies among Hong Kong Chinese kindergartners ( Ho & Bryant, 1997 ; McBride-Chang & Ho, 2000 ).”
• Chinese character acquisition and visual skills in two Chinese scripts (2005, methodology): “Some have found a positive relation of visual skills with reading without statistically controlling for other reading-related factors (e.g., Lee, Stigler, & Stevenson, 1986), while others have found no association (e.g., Ho, 1997; Hu & Catts, 1998; McBride-Chang & Ho, 2000 ).”
• Does strength of phonological representations predict phonological awareness in preschool children? (2001, background): “…related view is that learning to read somehow changes the nature of the child’s analysis of speech so that, once the alphabetic code is internalized by the child, a more discrete analysis would involve an analysis of phonemes (see Ehri & Wilce, 1980; Metsala, 1997; McBride-Chang & Ho, 2000).”
• Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition (2003, methodology): “We also included two tasks of rapid automatized naming, proxies for speeded phonological access, which have been shown to be associated with Chinese character recognition in previous studies (Ho & Lai, 1999; McBride-Chang & Ho, 2000; McBrideChang & Kail, 2002).”
• Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language. (2005, methodology): “McBride-Chang and Ho (2000a) examined the contributions of the three phonological processing skills to Chinese character reading among 109 Hong Kong Chinese 3- and 4-year-olds.”