(Q58204144)

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Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition

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Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (English)

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Catherine McBride-Chang

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1

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Catherine McBride-Chang

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author name string

Xiuli Tong

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2

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Hua Shu

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3

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Anita M.-Y. Wong

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4

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Ka-wai Leung

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5

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Twila Tardif

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6

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publication date

2 April 2008

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published in

Scientific Studies of Reading

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volume

12

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issue

2

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page(s)

171-194

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cites work

Is there a causal link from phonological awareness to success in learning to read?

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21 January 2018

The effect of first written language on the acquisition of English literacy.

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21 January 2018

Levels of phonological awareness in three cultures

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reference URL

https://api.crossref.org/works/10.1080%2F10888430801917290

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21 January 2018

Cross-cultural similarities in the predictors of reading acquisition

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reference URL

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retrieved

21 January 2018

Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study

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https://api.crossref.org/works/10.1080%2F10888430801917290

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21 January 2018

Segmentation, not rhyming, predicts early progress in learning to read

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https://api.crossref.org/works/10.1080%2F10888430801917290

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21 January 2018

The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition

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https://api.crossref.org/works/10.1080%2F10888430801917290

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21 January 2018

Chinese-English biliteracy acquisition: cross-language and writing system transfer.

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reference URL

https://api.crossref.org/works/10.1080%2F10888430801917290

retrieved

21 January 2018

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

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reference URL

https://api.crossref.org/works/10.1080%2F10888430801917290

retrieved

21 January 2018

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10.1080/10888430801917290

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(Q58204144)

Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition

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