Spelling acquisition of novel English phonemes in Chinese children

By Min Wang, E. Geva. 2003

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9006a4efbc582d03375b00cbdcbc39cf1296de67

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. X. Tong
2. C. McBride-Chang
3. Elinor Saiegh-Haddad
4. Lauren Figueredo
5. Min Wang
6. M. Kendra Sun-Alperin
7. E. Geva
8. Hua Shu

In Experimental and Cognitive Psychology

1. M. Kendra Sun-Alperin
2. Lauren Figueredo
3. Elinor Saiegh-Haddad
4. C. McBride-Chang
5. X. Tong
6. Min Wang

Citations in the corpus

• Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors (2005, background): “Impoverished exposure to novel phonological structures may lead to inaccurate or unstable phonological representation, which interferes with the process and outcome of phonological analysis (Nittrouer, 1996; Wang & Geva, 2003 ).”
• Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, background): “... oral or literacy skills and/or amount of formal first-language literacy instruction) (Abu-Rabia & Siegel, 2002; Arab-Moghaddam & Se´ ne´ chal, 2001; Berkel, 1987; Carlisle & Beeman, 2000; Cummins & Nakajima, 1987; Da Fontoura & Siegel, 1995; Durgunog˘ lu, 1998; Durgunog˘ lu et al., 2002; Ferroli”
• Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, methodology): “The real word and pseudoword spelling tasks were coded via the coding scheme used in Liberman, Rubin, Duques, and Carlisle (1985), Mann, Tobin, and Wilson (1987), and Wang and Geva (2003) .”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “These associations across scripts suggest that Chinese phonological awareness and visual-orthographic skills might contribute to reading development in both English and Chinese in Hong Kong Chinese children (e.g., Cheung et al., 2007; Leong et al., 2005; Wang & Geva, 2003b ).”