Chinese children benefit from alternating-color words in sentence reading-Reference-Cited by-同舟云学术

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Chinese children benefit from alternating-color words in sentence reading

Published:2020-07-21 Issue:2 Volume:34 Page:355-369
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Pan Jinger^ORCID,Liu Miaomiao,Li Hong,Yan Ming

Funder

Research Grants Council of Hong Kong

Promoting Psychological Research in Community Grant

Beijing Natural Science Foundation

Ministry of Education of the People’s Republic of China

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/s11145-020-10067-9.pdf

Reference63 articles.

1. Bates, D., Maechler, M., Bolker, B., & Walker, S. (2016). lme4: Linear mixed-effects models using Eigen and S4. https://doi.org/10.18637/jss.v067.i01.

2. Blythe, H. I., Liang, F., Zang, C., Wang, J., Yan, G., Bai, X., et al. (2012). Inserting spaces into Chinese text helps readers to learn new words: An eye movement study. Journal of Memory and Language, 67, 241–254. https://doi.org/10.1016/j.jml.2012.05.004.

3. Chall, J. S. (1983). Stages of reading development. The Reading Teacher, 37, 197–199.

4. Chen, M., & Ko, H. (2011). Exploring the eye-movement patterns as Chinese children read texts: A developmental perspective. Journal of Research in Reading, 34, 232–246. https://doi.org/10.1111/j.1467-9817.2010.01441.x.

5. Chen, M. J., Lau, L. L., & Yung, Y. F. (1993). Development of component skills in reading Chinese. International Journal of Psychology, 28, 481–507. https://doi.org/10.1080/00207599308246933.

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