Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

By Alexandra Gottardo, Penny Chiappe, Bernice Yan, Linda Siegel, Yan Gu. 2006

108 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b696716ba34a773caf5cabae607b5d2199d44c17

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. C. McBride-Chang
2. X. Tong

In Developmental and Educational Psychology

1. X. Tong
2. C. McBride-Chang
3. Hua Shu
4. Catherine McBride
5. A. Wong
6. Hongyun Liu
7. Bonnie Wing-Yin Chow
8. Kevin Kien-Hoa Chung

Citations in the corpus

• 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 &”