Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition

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Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, background): “A substantial body of evidence has established that RAN is related to Chinese reading acquisition and reading impairment (e.g. Chow et al., 2005; Ho & Lai, 1999; Hu & Catts, 1998; Shu, Meng & Lai, 2003; Tong et al., 2009).”
Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, background): “, 2003), has been demonstrated to be significantly associated with both vocabulary knowledge and word recognition in several studies of Chinese children (e.g., Chen et al., 2009; McBride-Chang, Cho, et al., 2005; McBride-Chang, Tardiff, et al., 2008; Tong et al., 2009), as well as in Korean children”
What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language (2011, background): “Research findings in Chinese have suggested that RAN predicts reading from kindergarten onwards (McBride-Chang et al., 2008; Tong et al., 2009).”