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1
The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 97 (2013) 3, 634-654
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2
English phonological awareness in bilinguals: a cross-linguistic study of Tamil, Malay and Chinese English-language learners
In: Journal of research in reading. - Leeds : Wiley-Blackwell 35 (2012) 4, 372-392
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3
Insight into the structure of compound words among speakers of Chinese and English
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 33 (2012) 4, 753-779
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4
Language proficiency and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 9, 2107-2129
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5
The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 8, 1847-1872
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6
Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 8, 1991-2020
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7
Bodies and codas or core syllables plus appendices? Evidence for a developmental theory of subsyllabic division preference
In: Cognition. - Amsterdam [u.a] : Elsevier 121 (2011) 3, 338-362
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8
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 136-160
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9
Cross-language transfer of morphological awareness in Chinese-English bilinguals
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 23-42
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10
Mother-child joint writing in Chinese kindergarteners: metalinguistic awareness, maternal mediation and literacy acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 4, 426-442
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11
Longitudinal predictors of very early Chinese literacy acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 315-332
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12
Learning a tonal language by attending to the tone: an in vivo experiment
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 4, 1119-1141
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13
Morphological awareness and word reading in English language learners: evidence from Spanish- and Chinese-speaking children
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 32 (2011) 3, 601-618
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14
The ABC's of Chinese: maternal mediation of Pinyin for Chinese children's early literacy skills
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2011) 1, 283-300
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15
The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 13 (2010) 6, 723-738
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16
A systemic functional contribution to planning academic genre teaching in a bilingual education context
In: Language awareness. - Abingdon : Routledge 19 (2010) 2, 73-87
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17
Cognitive profiles of chinese adolescents with dyslexia
In: Dyslexia. - Bracknell : British Dyslexia Association 16 (2010) 1, 2-23
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18
Phonological bases for L2 morphological learning
In: Journal of psycholinguistic research. - New York, NY ; London [u.a.] : Springer 39 (2010) 4, 305-322
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19
A componential approach for bilingual reading and comparative writing system research: the role of phonology in Chinese writing as a test case
In: Language learning. - Hoboken, NJ : Wiley 60 (2010) 4, 683-711
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20
The impact of a subordinate L1 on L2 auditory processing in adult bilinguals
In: Bilingualism. - Cambridge : Univ. Press 13 (2010) 2, 217-230
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