Min Wang

Developmental and Educational Psychology · with Cheng · 2003–2014

A researcher in the Science corpus: 9 papers; trusts 26 researchers and is trusted by 14 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 82 citations into it; #1,260 of 8,223 by trust here, #1,050 by citations
• Education — 37 citations into it; #10,597 of 11,309 by trust here, #6,317 by citations
• Statistics and Probability — 28 citations into it; #8,779 of 12,932 by trust here, #4,132 by citations
• Cognitive Neuroscience — 19 citations into it; #7,450 of 10,852 by trust here, #5,396 by citations
• Language and Linguistics — 15 citations into it
• Experimental and Cognitive Psychology — 7 citations into it; #3,935 of 9,731 by trust here, #7,398 by citations

Whom Min Wang trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Alexandra Gottardo
2. C. McBride-Chang
3. J. Carlisle
4. E. Geva
5. Hua Shu
6. A. Cunningham
7. Keiko Koda
8. Mark S. Seidenberg
9. Linda Siegel
10. Charles A. Perfetti

Who trusts Min Wang overall

1. Xi Chen
2. X. Tong
3. M. Kendra Sun-Alperin
4. Lauren Figueredo
5. Gloria Ramirez
6. C. McBride-Chang
7. Michael J. Kieffer
8. E. Geva
9. Elinor Saiegh-Haddad
10. Richard E. Mayer

Papers from Min Wang's perspective

Ordered by how strongly the researchers Min Wang trusts endorse each paper. Same corpus, a different order for every researcher.

1. Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners.
2. Developmental issues in Chinese children's character acquisition.
3. Development of morphological awareness in Chinese and English
4. Is there a causal link from phonological awareness to success in learning to read? (Cognition)
5. Awareness of the structure and meaning of morphologically complex words: Impact on reading
6. Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing.
7. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
8. A distributed, developmental model of word recognition and naming.
9. The double-deficit hypothesis and difficulties in learning to read a regular orthography.
10. The Morphology of Chinese: A Linguistic and Cognitive Approach

Their papers

• Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition. (2006) — 333 citations
• Effect of Alignment on L2 Written Production (2014) — 134 citations
• Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011) — 121 citations
• The importance of morphological awareness in Korean-English biliteracy acquisition (2009) — 136 citations
• The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009) — 161 citations
• Commonalities and Differences in Word Identification Skills Among Learners of English as a Second Language (2007) — 107 citations
• Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer (2006) — 196 citations
• Spelling acquisition of novel English phonemes in Chinese children (2003) — 107 citations
• Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes (2003) — 171 citations