Funder
Zhejiang Provincial Education Science Planning Project
International Joint Research Project of Huiyan International College
Publisher
Springer Science and Business Media LLC
Reference141 articles.
1. Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech Language and Hearing Research, 54(5), 1312–1327. https://doi.org/10.1044/1092-4388(2011/10-0115).
2. Bai, X., Yan, G., Liversedge, S. P., Zang, C., & Rayner, K. (2008). Reading spaced and unspaced Chinese text: Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 34, 1277–1287. https://doi.org/10.1037/0096-1523.34.5.1277.
3. Bailey, S., Hoeft, F., Aboud, K., & Cutting, L. (2016). Anomalous gray matter patterns in specific reading comprehension deficit are independent of dyslexia. Annals of Dyslexia, 66(3), 256–274. https://doi.org/10.1007/s11881-015-0114-y.
4. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). Longman.
5. Barnes, M. A., Raghubar, K. P., Faulkner, H., & Denton, C. A. (2014). The construction of visual–spatial situation models in children’s reading and their relation to reading comprehension. Journal of Experimental Child Psychology, 119, 101–111. https://doi.org/10.1016/j.jecp.2013.10.011.