ArticleFrontiers in psychology2020
Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Non-monotonic developmental trend of holistic processing in visual expertise: the case of Chinese character recognition.Cognitive research: principles and implications · 2022Article
- Does Early Exposure to Chinese-English Biliteracy Enhance Cognitive Skills?Frontiers in psychology · 2022Article
- Neural Correlates of Handwriting Effects in L2 Learners.Frontiers in psychology · 2022Article
- Gesture-Speech Integration in Typical and Atypical Adolescent Readers.Frontiers in psychology · 2022Article
- Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English.Frontiers in psychology · 2021Article
- Exploring Relationships Between L2 Chinese Character Writing and Reading Acquisition From Embodied Cognitive Perspectives: Evidence From HSK Big Data.Frontiers in psychology · 2021Article
- Effect of Handwriting on Visual Word Recognition in Chinese Bilingual Children and Adults.Frontiers in psychology · 2021Article
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Authors and funding
2 authors.
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Abstract
The effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has focused mostly on average-level performance, ignoring individual differences. We investigated how the development of word recognition in Chinese children in both Chinese and English is affected by (a) item-level, exogenous effects (word frequency, radical consistency, and curricular grade level); (b) subject-level, endogenous individual differences (orthographic awareness and phonological awareness); and (c) their interactive effect. We tested native Chinese (Putonghua)-speaking children (
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