Connecting the dots: the contribution of orthographic knowledge to L2 Chinese reading comprehension through serial mediation of word decoding and listening comprehension
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11145-022-10342-x.pdf
Reference59 articles.
1. Apel, K., Henbest, V. S., & Masterson, J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading and Writing: An Interdisciplinary Journal, 32, 873–889. https://doi.org/10.1007/s11145-018-9895-9
2. Baddeley, A. (1992). Working memory. Science, 255(5044), 556–559. https://doi.org/10.1126/science.1736359
3. Berninger, V. W. (1994). Introduction to the varieties of orthographic knowledge: Theoretical and developmental issues. In V. W. Berninger (Ed.), The varieties of orthographic knowledge (pp. 1–25). Dordrecht: Springer.
4. Cain, K., Hogan, T. P., Catts, H. W., & Lomax, R. G. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50(2), 151–169. https://doi.org/10.1002/rrq.99
5. Chen, T. (2019). The role of morphological awareness in L2 Chinese lexical inference: From a perspective of word semantic transparency. Reading and Writing, 32(5), 1275–1293. https://doi.org/10.1007/s11145-018-9916-8
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