Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct.

By Hua Shu, C. McBride-Chang, Sina Wu, Hongyun Liu. 2006

543 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5cf4598c0269d2ea313a53b4ebd2dadaf1172730

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. Xi Chen
3. X. Tong
4. E. Geva
5. P. D. Liu
6. Hua Shu
7. Min Wang
8. A. Wong

In Education

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

In Statistics and Probability

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

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).”
• Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, methodology): “In previous studies on this issue, the somewhat different roles of lexical compounding awareness and homophone awareness were not typically explicitly distinguished; both were thought to be important for Chinese word reading and vocabulary knowledge (e.g., McBrideChang et al., 2003; Shu et al., 2006”
• Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals. (2011, unknown): “Importantly, we extended Wang and colleagues’ study by including Chinese word reading and Chinese compound awareness as control variables in our analysis, both of which have been shown to predict Chinese reading comprehension in previous research involving monolingual Chinese children (e.g. Ku & And”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “Given the importance of compound awareness in Chinese reading (e.g., Ku & Anderson, 2003; Li, Anderson, Nagy, & Zhang, 2002; McBride-Chang, Shu, Ng, Meng, & Penney, 2007; Shu, McBride-Chang, Wu, & Liu, 2006 ), we were also interested in determining whether compound awareness was also important for ”
• The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, result): “It appears that there was no cross-language orthographic transfer in learning to read two different writing systems, a result consistent with Wang et al. (2005). This finding suggests that there is a writing system specific component in biliteracy acquisition.”
• The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “In this regard it is useful to note that most previous studies conducted in Chinese used a dependent measure that required children both to read single characters and to read (or to produce) two-character compound words ( Shu et al., 2006; McBride-Chang et al., 2003, 2005).”
• Learning Disabilities: Debates on definitions, causes, subtypes, and responses (2011, background): “Morphological awareness has recently been found to be an important predictor of reading success and failure in Chinese (eg, Shu, McBride‐Chang, Wu, & Liu, 2006 ).”
• What Is Morphological Awareness? Tapping Lexical Compounding Awareness in Chinese Third Graders. (2010, background): “This task proved among the strongest across all cognitive tests, both in distinguishing fifth-grade Chinese children with and without dyslexia and in explaining variance in character reading, reading dictation, and reading comprehension in structural equation modeling (Shu et al., 2006).”
• Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, methodology): “Previous work (Ho & Lai, 1999; Shu et al., 2006) has identified speeded naming as a key correlate of reading variance in Chinese children.”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “... (i.e., Chinese morphological awareness and visual-orthographic skills are uniquely associated with Chinese word reading across both grades 2 and 5 as reported in this study) further support the idea of apparently robust effects of morphological awareness and visual-orthographic skills on learnin”
• Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, methodology): “Copyright r 2010 UKLA 293 (e.g. Shu et al., 2006).”