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Direct linkWang, Min; Yang, Chen; Cheng, Chenxi – Applied Psycholinguistics, 2009
This study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese-English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and…
Descriptors: Phonology, Morphology (Languages), Reading Skills, Grade 1
Wang, Min; Cheng, Chenxi – Applied Psycholinguistics, 2008
We reported three experiments investigating subsyllabic unit preference in young Chinese children. In Experiment 1, a Chinese sound similarity judgment task was designed in which 48 pair of stimuli varied in terms of shared subsyllabic units (i.e., vowel, body, rime, onset-coda). Grade 1 Chinese-speaking monolingual children judged pairs with…
Descriptors: Speech, Oral Language, Preschool Children, Rhyme
