Developmental issues in Chinese children's character acquisition

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Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, background): “This finding has been well established in Hong Kong Chinese children (e.g. Chow et al., 2005; McBride-Chang & Ho, 2000; McBride-Chang & Kail, 2002).”
Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers (2008, background): “Moreover, in addition to phoneme awareness, syllable awareness appears to be particularly important in young Korean readers, similar to early Chinese readers (e.g., McBride-Chang & Ho, 2000 ).”
Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “Recent research on word reading has revealed that phonological awareness, morphological awareness, and orthographic knowledge are important factors in word reading across alphabetic languages (e.g., Carlisle, 1995; Foorman, 1994; Wagner et al., 1997) and nonalphabetic languages (e.g., Ho & Bryant, 1”
Rapid naming speed and Chinese character recognition (2008, background): “Existing studies with Chinese speaking subjects have shown that RAN Objects and RAN Digits, the two tasks used in most studies, correlate significantly with character recognition among kindergarten, first-grade, and second-grade students from Taiwan, Hong Kong, and China (Chow, McBride-Chang, & Burg”