Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes

By Min Wang, E. Geva. Applied Psycholinguistics, 2003

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Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “For example, recent studies on Chinese-English biliteracy acquisition have found that phonological awareness and orthographic experience in Chinese influence the process of learning to read English (Cheung, Chan, & Chong, 2007; Gottardo, Chiappe, Yan, Siegel, & Gu, 2006; Leong et al., 2005; Wang & ”
Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “However, research examining L1 and L2 variables related to L1 and L2 reading in Chinese speakers in Englishspeaking environments is less extensive (Gottardo, Yan, Siegel, & Wade-Woolley, 2001; Wang & Geva, 2003).”
The Critical Role of Vocabulary Development for English Language Learners (2005, background): “…central role in models of reading as research uncovers its inﬂuence on earlier reading and reading-related skills including phonological, orthographic, and morphosyntactic processes (Anglin, 1993; Carlisle & Nomanbhoy, 1993; Muter & Diethelm, 2001; Verhallen & Schoonen, 1993; Wang & Geva, 2003).”