Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation.

By C. Leong, Shek-Kam Tse, K. Loh, K. Hau. 2008

119 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3dec7aa4a3e39e347d1dfc4f708d931b37aff9f6

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

1. C. McBride-Chang
2. Hua Shu
3. X. Tong

In Developmental and Educational Psychology

1. C. McBride-Chang
2. Hua Shu
3. A. Wong
4. X. Tong
5. Hongyun Liu
6. E. Geva
7. Catherine McBride
8. P. D. Liu

Citations in the corpus

• Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, background): “…KNOWLEDGE 429 bal memory and pseudoword reading were particularly salient in distinguishing good from poor comprehenders in Hong Kong; another (Leong et al., 2008) underscored the particular importance of verbal memory for modeling reading comprehension in a large sample of third- through…”