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Y. (1990). Syntactic competence and reading ability in children. Journal of Experimental Child Psychology, 49(1), 147–172.\nBerninger, V. W., Abbott, R. D., Thomson, J., Wagner, R., Swanson, H. L., Wijsman, E. M., et al. (2006). Modelling phonological core deficits within a working memory architecture in children and adults with developmental dyslexia. Scientific Studies of Reading, 10, 165–198.\nBishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858–886.\nBradley, A. D. (1986). Working memory. London: Oxford University Press.\nBradley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8, 485–493.\nBraze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40, 226–244.\nCain, K. (2003). Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. British Journal of Developmental Psychology, 21, 335–351.\nCain, K., & Oakhill, J. (1996). The nature of the relationship between comprehension skill an teh ability to tell a story. British Journal of Developmental Psychology, 14, 187–201.\nCain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing, 13, 31–56.\nCain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.\nCaplan, D., & Waters, G. S. (1999). Verbal working memory and sentence comprehension. The Behavioral and Brain Sciences, 22, 77–126.\nChao, Y. R. (1968). A grammar of spoken Chinese. Berkely: University of California Press.\nChen, M. J., Lau, L. L., & Yung, F. Y. (1993). Development of component skills in reading Chinese. International Journal of Psychology, 28(4), 481–507.\nDaneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466.\nDaneman, M., & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology. Learning, Memory, and Cognition, 9, 561–584.\nDaneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: A meta-analysis. Psychological Bulletin & Review, 3, 422–433.\nDeutsch, A., & Bentin, S. (1996). Attention factors mediating syntactic deficiency in reading—disabled children. Journal of Experimental Child Psychology, 63, 386–415.\nGombert, J. E. (1992). Metalinguistic development. Chicago: University of Chicago Press.\nGough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7(1), 6–10.\nHo, C. S. H., Chan, D. W. O., Lee, S. H., Tsang, S. M., & Luan, V. H. (2004). Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91(1), 43–75.\nHo, C., Chan, D., Tsang, S., & Lee, S. (2000). The Hong Kong test of specific learning difficulties in reading and writing. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.\nHo, C. S. H., Chan, D. W., Tsang, S. M., Lee, S. H., & Chung, K. K. H. (2006). Word learning deficit among Chinese dyslexic children. Journal of Child Language, 33, 145–161.\nHo, C. S. H., Ng, T. T., & Ng, W. K. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35, 849–878.\nHoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading & Writing: An interdisciplinary Journal, 2, 127–160.\nHoover, W. A., & Tunmer, W. E. (Eds.). (1993). The components of reading. Clevedon: Multilingual Matters.\nJust, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329–354.\nKu, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16(5), 399–422.\nLeong, C. K. (2006). Developmental dyslexia: What we have learned so far. Journal of Paediatrics, Obstetric & Gynaecology, 32(1), 5–12.\nLeong, C. K. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia, 57, 75–97.\nLeong, C. K., Hau, K. T., Tse, S. K., & Loh, K. Y. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100(1), 135–149.\nLeong, C. K., & Ho, M. K. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21, 559–586.\nLerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. K. (2004). Predicting reading performance during the first and the second year of primary school. British Educational Research Journal, 30(1), 67–92.\nLeung, M.T., & Lee, A. (2002). The Hong Kong Corpus of Primary School Chinese. Paper presented at the the 9th Meeting of the International Clinical.\nLi, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J. S. Gaffney, & J. L. Packard (Eds.), Chinese children’s reading acquisition: Theoretical and pedagogical issues. Norwell: Kluwer Academic Publishers.\nLi, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. California: University of California Press.\nLiu, I. M. (1999). A comparison study of the structure of thinking shown in Chinese and English sentences [IN Chinese]. Chinese Journal of Psychology, 41, 131–165.\nLyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3–27.\nLyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading. Annals of Dyslexia, 53, 1–14.\nMcBride-Chang, C., & Ho, C. S. H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartens. Scientific Studies of Reading, 9, 117–144.\nMuter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Neurosychology, 40(5), 665–681.\nNation, K., & Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85–101.\nNation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Cambridge Journal, 21(2), 229–241.\nNation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment. Journal of Speech, Language and Hearning Research, 47, 199–211.\nOakhill, J. V., & Cain, K. (Eds.). (2004). The development of comprehension skills. Dordrecht: Kluwer Academic Publishers.\nOakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and cognitive processes, 18, 443–468.\nOakhill, J., Cain, K., & Yuill, N. (1998). Individual differences in children’s comprehensiion skill: Toward an integrated model. Mahwah: Lawrence Erlbaum.\nOuellette, G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566.\nOuellette, G., & Beers, A. (2009). A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story. Reading & Writing (online).\nPerfetti, C. A. (1985). Reading ability. New York: Oxford University Press.\nPerfetti, C. A. (Ed.). (1999). Comprehending written language: A blueprint of the reader. Oxford: Oxford University Press.\nPerfetti, C. A., & Hart, L. (Eds.). (2001). The lexical bases of comprehension skill. Washington: American Psychological Association.\nPerfetti, C. A., Landi, N., & Oakhill, J. (Eds.). (2005). The acquisition of reading comprehension skill. Oxford: Blackwell.\nPickering, S. J. (Ed.). (2006). Working memory in dyslexia. Hove: Psychology Press.\nPlaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56–115.\nPlaza, M. (2001). The interaction between phonological processing, syntactic awareness and reading: A longitudinal study from Kindergarten to Grade 1. First Language, 21(3), 3–24.\nPlaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53, 287–292.\nPlaza, M., & Cohen, H. (2004). Predictive influence of phonological processing, morphological\u002Fsyntactic skill, and naming speed on spelling performance. Brain and Cognition, 55, 368–373.\nRicketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some but not all reading skills. Scientific Studies of Reading, 11, 235–257.\nRoth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95, 274–295.\nSeidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition. Psychological Review, 96, 523–568.\nShankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., et al. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69–91.\nShapiro, L. R., & Hudson, J. A. (1991). Tell me a make-beileve story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental Psychology, 27, 960–974.\nShaywitz, S. E. (1998). Dyslexia. The New England Journal of Medicine, 338(5), 307–312.\nShu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: Knowledge of orthographic-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92, 56–62.\nShu, H., Anderson, R. C., & Zhang, H. C. (1995). Incidental learning of word meanings while reading: A Chinese and american cross-cultural study. Reading Research Quarterly, 30(1), 76–95.\nShu, H., McBride-Chang, C., Wu, S., & Liu, H. Y. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122–133.\nSiegel, L. S., & Ryan, E. B. (1988). Development of grammatical sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24(1), 28–37.\nSnow, C. E., Tabors, P. O., Nicholson, P. E., & Kurland, B. F. (1995). SHELL: oral language and early literacy in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–47.\nSnowling, M. J. (2000). Dyslexia (2nd ed.). Oxford: Blackwell.\nSnowling, M. J., Gallagher, A., & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358–373.\nSo, D., & Siegel, L. S. (1997). Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing, 9, 1–21.\nStanovich, K. E. (Ed.). (1991). Word recognition: Changing perspectives. New York: Longman.\nSwanson, H. L. (1999). Reading comprehension and working memory in skilled readers: Is phonological loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1–31.\nSwanson, H. L. (Ed.). (2006). Working memory and reading disabilities: Both phonological and executive processing deficits are important. Hove: Psychological Press.\nSwanson, H. L., & Berninger, V. W. (1996). Individual differences in children’s working memory and writing skills. Journal of Experimental Child Psychology, 63, 358–385.\nTunmer, W. E., Nesdale, A. R., & Wright, A. D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5, 25–34.\nTunmer, W. E., & Hoover, W. (1992). Cognitive and linguistic factors in learning to read. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175–214). Hillsdale: Erlbaum.\nVellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading ability (dyslexia): What have we learned in the past four decades. Journal of Child Psychology and Psychiatry, 45, 2–40.\nWeekes, B. S., Hamilton, S., Oakhill, J., & Holliday, R. E. (2008). False recollection in children with reading comprehension difficulties. Cognition, 106(1), 222–233.\nYang, H., & Peng, D. (1997). The learning and naming of Chinese characters of elementary school children. In H. C. Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 323–346). Hong Kong: The Chinese University of Hong Kong Press.\nYang, J., Zevin, J. D., Shu, H., McCandliss, B.D., & Li, P. (2006). A “Triangle Model” of Chinese Reading. Paper presented at the 28th Annual Conference of the Cognitive Science Society, Mahwah, NJ.\nYuill, N., & Oakhill, J. (1991). Children’s problems in text comprehension: An experimental investigation. New York: Cambridge University Press.",{"EN":320},"This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.",{"EN":322},"Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children",{"VOID":324},"10.1007\u002Fs11881-010-0045-6","VERIFIED","2025-02-02T23:55:51.153+00:00","Auto 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The Basic Core.The Psychoanalytic Study of the Child, 25:442–460.\nWeiss, D. 1950. Relationship of Stuttering and Cluttering (in German)Folia Phoniatrica 2:252–262.\nWeiss, D. 1935. Uber die Frage des Polterns und seine Combination mit Stottern.Mitt. Sprach und Stimmheilkunde.\nWeiss, D. 1964.Cluttering. Englewood Cliffs: Prentice-Hall.\nWerner, H. 1966. The “latent content” of Heinz Werner’s comparative-developmental approach. In S. Wappner and B. Kaplan (eds.)Papers in Memoriam. Worcester, Massachusetts: Clark U. Press.\nWyatt, G. 1958. A Developmental Crisis Theory of Stuttering. InLanguage and Speech, Vol. I, London.\nWyatt, G.A. 1969.Language, Learning and Communication Disorders in Childhood. New York: Free Press.\nZangwill, O.L. 1962. Dyslexia in relation to cerebral dominance. In J. Money (ed.)Reading Disability: Progress and Research Needs in Dyslexia. 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Accessed 30 Mar 2023\nMacKay, E., Chen, X., & Deacon, H. (2023). Longitudinal predictors of French word reading difficulties among French immersion children. Annals of Dyslexia. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11881-022-00275-z\nMcBride, C. (2019). Coping with dyslexia, dysgraphia and ADHD: A global perspective. Routledge.\nMiller, B., McCardle, P., & Connelly, V. (2017). Writing development in struggling learners: Understanding the needs of writers across the lifecourse. Studies in Writing, 35, Brill. https:\u002F\u002Fwww.jstor.org\u002Fstable\u002F10.1163\u002Fj.ctv3znwkm. Accessed 30 Mar 2023\nNation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children. Journal of Speech Language and Hearing Research, 47(1), 199–211. https:\u002F\u002Fdoi.org\u002F10.1044\u002F1092-4388(2004\u002F017)\nOlsen, L. (2010). Changing course for long term English learners. Leadership, 40(2), 30–33.\nParrish, T. B., Merickel, A., Pérez, M., Linquanti, R., Socias, M., Spain, A., & Delancey, D. (2006). Effects of the implementation of proposition 227 on the education of English Learners, K-12: Findings from a five-year evaluation. Final Report for AB 56 and AB 1116. American Institutes For Research.\nRelyea, J., Cho, E., & Zagata, E. (2023). First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis. Annals of Dyslexia. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11881-022-00272-2\nShakory, S., Krenca, K., Marinova Todd, S. H., & Chen, X. (2023). A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children. Annals of Dyslexia. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11881-022-00265-1\nSwanson, H. L., Kong, J., Petcu, S. D., & Pimental, M. F. A. (2020). 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Annals of Dyslexia. \n                  https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11881-022-00262-4\n                  \n                \ncitation_journal_title=Reading in a Foreign Language; citation_title=Integrated reading and writing: A case of Korean English language learners; citation_author=H Cho, J Brutt-Griffler; citation_volume=27; citation_issue=2; citation_publication_date=2015; citation_pages=242-261; citation_id=CR4\ncitation_journal_title=Journal of Learning Disabilities; citation_title=Using spelling to screen bilingual kindergarteners at risk for reading difficulties; citation_author=SM Chua, SJR Liow, SHM Yeong; citation_volume=49; citation_issue=3; citation_publication_date=2016; citation_pages=227-239; citation_doi=10.1177\u002F0022219414538519; citation_id=CR5\ncitation_journal_title=Learning Disability Quarterly; citation_title=Writing disabilities and reading disabilities in elementary school students: Rates of co- occurrence and cognitive burden; citation_author=LJC Costa, CN Edwards, SR Hooper; citation_volume=39; citation_issue=1; citation_publication_date=2016; citation_pages=17-30; citation_doi=10.1177\u002F0731948714565461; citation_id=CR6\ncitation_journal_title=New Directions for Child and Adolescent Development; citation_title=Speaking and reading in two languages: On the identification of reading and language disabilities in Spanish-speaking English learners; citation_author=DJ Francis, R Rojas, S Gusewski, KL Santi, S Khalaf, L Hiebert, F Bunta; citation_volume=166; citation_publication_date=2019; citation_pages=5-41; citation_doi=10.1002\u002Fcad.20306; citation_id=CR7\nGoodrich, M., Fitton, L., & Thayer,\nL. 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