Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2)

By C. McBride-Chang, Him Cheung, Bonnie Wing-Yin Chow, C. S. Chow, L. Choi. 2006

114 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/eb8d0c26379f18305b85b70a2a538d29a57745b2

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. Y. Luo
3. Hong Li
4. Bonnie Wing-Yin Chow
5. E. Geva
6. Xi Chen

In Developmental and Educational Psychology

1. Xi Chen
2. C. McBride-Chang
3. E. Geva
4. Hong Li
5. Y. Luo
6. Bonnie Wing-Yin Chow
7. Him Cheung
8. Katie Lam

Citations in the corpus

• Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, methodology): “This test and the Chinese translation of PPVT-III have been successfully used among Hong Kong children in some previous studies (e.g. Chow & McBride-Chang, 2003; McBride-Chang et al., 2006).”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, methodology): “Phonological awareness was controlled for in our analyses given its important role in reading (e.g., Carlisle, Beeman, Davis, & Spharim, 1999; Low & Siegel, 2005; McBride-Chang et al., 2005; McBride-Chang, Cheung, Chow, Chow, & Choi, 2006 ).”