Reading depends on writing, in Chinese.

By L. Tan, J. Spinks, Guinevere F. Eden, Charles A. Perfetti, W. Siok. 2005

509 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

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. George K. Georgiou
3. Hua Shu
4. Rauno Parrila
5. Xi Chen
6. Hong Li
7. Chen-Huei Liao
8. N. Rao

Citations in the corpus

• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “Thus, phonological awareness is less stressed in learning to read Chinese than in learning to read an alphabetic language ( Tan, Spinks, Eden, Perfetti, & Siok, 2005 ).”
• Correlates of Chinese kindergarteners’ word reading and writing: the unique role of copying skills? (2014, background): “Collectively, these findings suggest the need to pursue further pure copying skills in understanding Chinese children’s early writing skills, particularly given the uniqueness of calligraphy and rote writing for early literacy developing in Chinese (Tan et al., 2005).”
• Learning to read: General principles and writing system variations (2008, unknown): “These include both bilateral visual cortex (compared with left hemisphere for English) and the middle frontal gyrus, an area that seems specific to Chinese character reading (Tan et al., 2005a).”
• Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. (2012, background): “At the syllable level, Chinese words share many similar syllables, with each syllable represented by many different characters (Tan et al. 2005).”
• Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese (2011, background): “Taken together, accumulating and consistent behavioral, anatomical, and functional imaging research tends to support the hypothesis that writing experience contributes to reading skill in Chinese literacy (Tan et al., 2005; Siok et al., 2008).”
• Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “... suggesting that RAN’s contribution to reading accuracy diminishes over time for English speaking children (e.g., Torgesen et al., 1997; but also see Kirby et al., 2003, for a different pattern of relationships), the same is likely not true for reading fluency (e.g., Torgesen et al., 1997), and w”
• Illiterate to literate: behavioural and cerebral changes induced by reading acquisition (2015, unknown): “In all cultures, reading acquisition is facilitated by handwriting training 172–175 .”
• Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools (2012, background): “For instance, Tan et al. (2005) claimed that Chinese reading development depends to a large extent on writing skills training.”