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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 66 1 Early Identification of Reading Disabilities within a RTI Framework Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner. - : SAGE Publications, 2017 BASE Show details 2 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Hogan, Tiffany P.; Bowles, Ryan P.; Catts, Hugh W.. - : Elsevier, 2016 BASE Show details 3 Morphosyntax in Poor Comprehenders Adlof, Suzanne M.; Catts, Hugh W.. - 2015 BASE Show details 4 Learning to Read Chinese: The Relative Roles of Phonological Awareness and Morphological Awareness Chan, Yi-Chih. - : University of Kansas, 2013 Abstract: Phonological awareness and morphological awareness have been shown to affect Chinese children's reading development. Previous studies conducted in Hong Kong, which required children to read two-character words only or a mixture of single-character and two-character words in a Chinese reading test, exclusively found that morphological awareness was more important than phonological awareness in Chinese reading. The studies conducted in China and Taiwan, which measured Chinese reading only at the single-character level, revealed that morphological awareness and phonological awareness both had their unique contributions to Chinese reading. One possible reason for these somewhat inconsistent results may lie in the fact that reading two-character words presumably involves the analysis of morphological structures, which is rarely engaged in single-character reading. To address the inconsistency in previous findings, the present study aims to separately examine single-character reading and two-character reading among Chinese children in Taiwan, and how phonological awareness and morphological awareness affect the two aspects of Chinese reading. In addition, phonetic radical awareness and semantic radical awareness are also important in learning to read Chinese and theoretically can be fostered by phonological awareness and morphological awareness, respectively. Given this, radical awareness could possibly mediate the relationship between phonological awareness/morphological awareness and Chinese reading. This mediation issue is also investigated in the present study. In this study, a total of 109 monolingual Chinese third graders in Taiwan were administered a battery of tests measuring phonological awareness (onset-rime awareness), morphological awareness (homophone awareness and morphological construction), phonetic radical awareness, semantic radical awareness, vocabulary knowledge, and abilities of single-character and two-character reading. A series of multiple regression analyses and path analyses were conducted to analyze the data. It was found that morphological awareness played a greater role than phonological awareness in both single-character and two-character reading. In addition, phonetic radical awareness completely mediated the relationship between phonological awareness and single-character reading, whereas semantic radical awareness only partially mediated the relationship between morphological awareness and two-character reading. The results are explained from the linguistic, orthographic and developmental perspectives. Keyword: Chinese reading; Experimental psychology; Linguistics; Morphological awareness; Phonetic racial; Phonological awareness; Reading instruction; Semantic radical URL: http://hdl.handle.net/1808/12968 http://dissertations.umi.com/ku:13162 BASE Hide details 5 Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Catts, Hugh W.; McCarthy, Jillian H.; Hogan, Tiffany P. In: Clinical linguistics & phonetics. - London : Informa Healthcare 26 (2012) 9, 791-805 BLLDB OLC Linguistik Show details 6 Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both? McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.. - 2012 BASE Show details 7 Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? McCarthy, Jillian H.; Hogan, Tiffany; Catts, Hugh W. In: Special Education and Communication Disorders Faculty Publications (2012) BASE Show details 8 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Storkel, Holly L.; Hogan, Tiffany P.; Catts, Hugh W.... In: Journal of communication disorders. - New York, NY : Elsevier 44 (2011) 1, 49-58 BLLDB OLC Linguistik Show details 9 Language and reading disabilities Westby, Carol E.; Kamhi, Alan G.; Apel, Kenn. - Boston [u.a.] : Pearson, 2011 BLLDB UB Frankfurt Linguistik Show details 10 The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children Bridges, Mindy Sittner; Catts, Hugh W.. - 2011 BASE Show details 11 Story Presentation Effects on the Narratives of Preschool Children From Low and Middle Socioeconomic Homes McConnell, Grace Eileen. - : University of Kansas, 2011 BASE Show details 12 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Hogan, Tiffany; Bowles, Ryan P.; Catts, Hugh W.... In: Special Education and Communication Disorders Faculty Publications (2011) BASE Show details 13 Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon. - 2010 BASE Show details 14 The case for the narrow view of reading : clinical forum ; [including commentary and author's epilogue] Scott, Cheryl M. (Komm.); Ehren, Barbara J. (Komm.); Hook, Pamela E. (Komm.)... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 2, 174-215 BLLDB OLC Linguistik Show details 15 The Narrow View of Reading Promotes a Broad View of Comprehension Catts, Hugh W In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 2, 178-183 OLC Linguistik Show details 16 The component skills underlying reading fluency in adolescent readers: a latent variable analysis Catts, Hugh W.; Anthony, Jason L.; Barth, Amy Elizabeth In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 5, 567-590 BLLDB OLC Linguistik Show details 17 Phonological Awareness Development of Preschool Children with Cochlear Implants Ambrose, Sophie Eva. - : University of Kansas, 2009 BASE Show details 18 Language Ability and Social Withdrawal: Ratings of English Language Learning Children's Withdrawn Behavior in Native and Nonnative Language Contexts Ash, Andrea Christine. - : University of Kansas, 2009 BASE Show details 19 Reading achievement growth in children with language impairments Little, Todd D.; Catts, Hugh W.; Bridges, Mindy Sittner... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 6, 1569-1579 BLLDB OLC Linguistik Show details 20 Language deficits in poor comprehenders : a case for the simple view of reading Weismer, Susan Ellis; Adlof, Suzanne M.; Catts, Hugh W. In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 2, 278-293 BLLDB OLC Linguistik Show details Page: 1 2 3 4

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