Speech Perception, Metalinguistic Awareness, Reading, and Vocabulary in Chinese-English Bilingual Children
By Him Cheung, Kevin Kien-Hoa Chung, Simpson W. L. Wong, C. McBride-Chang, T. Penney, Connie Suk-han Ho. 2010
87 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/1f6690cddc403ddf3e8293d370b1faf78b78e73b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
- Catherine McBride
- A. Wong
- Hongyun Liu
- Jason Chor Ming Lo
- Kevin Kien-Hoa Chung
- Dominique P. Rauch
- N. Jude
- Johannes Naumann
Citations in the corpus
- Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals (2012, background): “Metalinguistic awareness can relate to all levels of language, from phonemes (phonological awareness, see e.g., Cheung et al., 2010; Ibrahim, Eviatar, & Aharon-Peretz, 2007), to awareness of syntax (e.g., Bialystok, 2001; Tummer, Nesdale, & Wright, 1987).”
- How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, methodology): “The test (Cheung et al., 2010) consisted of three lists with increasing difficulty: K2 to grade 1 level (14 items, e.”