Phonological Awareness of Bilingual and Monolingual Chinese Children

By X. Chen, Richard C. Anderson, Wenling Li, Meiling Hao, Xinchun Wu, Hua Shu. 2004

157 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/dab844144a6e0f255569404c86f41153762ccbba

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. C. McBride-Chang
2. Xi Chen
3. Ellen Bialystok
4. X. Tong
5. Hua Shu
6. G. Luk
7. A. Wong
8. E. Geva

In Experimental and Cognitive Psychology

1. C. McBride-Chang
2. X. Tong
3. Hongyun Liu
4. Ellen Bialystok
5. E. Geva
6. G. Luk
7. Xi Chen
8. Ianthi M. Tsimpli

Citations in the corpus

• Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, background): “To begin with, Chinese children from Beijing tend to demonstrate reduced phonological sensitivity relative to Cantonese speakers (e.g. Chen et al., 2004) in certain aspects, perhaps influencing the associations of phonological awareness to word reading with age.”
• Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “Moreover, bilingual children’s domain-specific experience with cross-linguistic competition has been shown to transcend to domain-general executive functions, suggesting that bilingual children may be particularly adept at inhibiting irrelevant information (Carlson & Meltzoff, 2008; Soveri, Laine, H”
• Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, background): “Of those who have included such a measure in their research on Chinese reading development (Chen et al., 2004; Fu & Huang, 2000; Ho & Bryant, 1997; Hu & Catts, 1998; Leong, Cheng, & Tan, 2005; M. Wang et al., 2005), few have explicitly compared multiple measures of phonological EARLY CHINESE AND ENG”
• Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “the L2 (Bialystok, McBride-Chang, & Luk, 2005; Bruck & Genesee, 1995; Chen et al., 2004; McBride-Chang et al., 2005).”
• Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, background): “These results also reinforce the importance of considering the relation between the two languages when the effects of bilingualism on development are examined, a point noted as well by other researchers encountering interactions between bilingualism and the specific language pairs in tests of phonol”