Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition.
By Min Wang, Chenxi Cheng, Shi-Wei Chen. 2006
333 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/7308982c3089dd084aab48cb3695908cbe9fc824
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Citations in the corpus
- Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “Transfer of morphological skills in relation to word reading has been assessed in only a few studies (Bindman, 2004; Deacon et al., 2007; Saiegh-Hadadd & Geva, 2008; Schiff & Calif, 2007; Wang et al., 2006 ).”
- Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge (2013, background): “That is, morphological awareness developed in one language is related to reading outcomes (word reading, vocabulary, and reading comprehension) in the other language (Deacon et al., 2007; Pasquarella, Chen, Lam, Luo, & Ramı́rez, 2011; Ramı́rez et al., 2010; Saiegh-Hadadd & Geva, 2008; Schiff & Calif”
- The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “Read Writ (2009) 22:615–631 DOI 10.1007/s11145-008-9127-9 phonemes ( Wang, Cheng, & Chen, 2006 ).”
- Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, background): “, Ho & Bryant, 1997b; McBride-Chang & Ho, 2000), and morphological awareness (W. L. Li, Anderson, Nagy, & Zhang, 2002; McBrideChang et al., 2003; Shu et al., 2006; Wang et al., 2006) are important for Chinese MORPHOLOGICAL AWARENESS AND ORTHOGRAPHIC KNOWLEDGE 427”
- The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “Previous research has provided preliminary evidence for a relation between morphological awareness and reading development in ELL children (i.e., Kieffer & Lesaux, 2008; Siegel, 2008; Wang et al., 2006).”
- Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals. (2011, background): “Although the association between morphological awareness and literacy outcomes is generally interpreted as evidence that morphological awareness is important for literacy development, researchers acknowledge that the relationship is likely to be reciprocal (Kuo & Anderson, 2006; McBride-Chang, Cho e”
- The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, background): “Wang, Cheng, and Chen (2006) examined the contribution of morphological awareness to Chinese and English reading skill after taking into account phonological awareness among Chinese–English bilingual children in Grades 2 to 4.”
- A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Around fourth or fifth grade, students’ developing morphological problem-solving skills seem to be particularly important to their reading comprehension (Carlisle & Fleming, 2003; Green et al., 2003) and may be transferable to outcomes in biliterate children’s first language (Wang et al., 2006).”
- What Is Morphological Awareness? Tapping Lexical Compounding Awareness in Chinese Third Graders. (2010, background): “To tap homophone sensitivity, several research teams have asked children to select, from among pictures representing bisyllabic Chinese compound words, the picture that best corresponds to a target morpheme (W.-L. Chung & Hu, 2007; McBride-Chang et al., 2003; Wang et al., 2006); this task has been f”