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Direct linkHulme, Charles; Zhou, Lulin; Tong, Xiuli; Lervåg, Arne; Burgoyne, Kelly – Developmental Science, 2019
This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological…
Descriptors: Mandarin Chinese, Longitudinal Studies, Predictor Variables, Oral Language
Zhao, Jing; Chen, Si; Tong, Xiuli; Yi, Li – Journal of Autism and Developmental Disorders, 2019
This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ,…
Descriptors: Chinese, Orthographic Symbols, Autism, Pervasive Developmental Disorders
Tong, Xiuli; McBride-Chang, Catherine; Wong, Anita M.-Y.; Shu, Hua; Reitsma, Pieter; Rispens, Judith – Journal of Research in Reading, 2011
This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4-6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across…
Descriptors: Foreign Countries, Verbal Communication, Syllables, Chinese
