A Three-Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness-Reference-Cited by-同舟云学术

A Three-Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness

Published:2017-07-25 Issue:4 Volume:23 Page:372-386
ISSN:1076-9242
Container-title:Dyslexia
language:en
Short-container-title:Dyslexia

Author:

Tong Xiuhong¹^ORCID,McBride Catherine²,Lo Jason Chor Ming²,Shu Hua³

Affiliation:

1. Institute of Psychological Sciences, Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Center for Cognition and Brain Disorders; Hangzhou Normal University; Hangzhou China

2. Department of Psychology; The Chinese University of Hong Kong; Shatin Hong Kong

3. National Key Laboratory of Cognitive Neuroscience and Learning; Beijing Normal University; Beijing China

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology,General Medicine

Reference35 articles.

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3. Why spelling is more difficult than reading;Bosman;Learning to spell: Research, theory, and practice across languages,1997

4. Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters;Bruck;Journal of Experimental Child Psychology,1990

5. Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong;Chan;Reading and Writing,2006

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