Cover not available

Article published In: Cross-linguistic transfer in reading in multilingual contexts – recent research trends
Edited by Elena Zaretsky and Mila Schwartz
[Written Language & Literacy 17:1] 2014
► pp. 89–115

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children

 | University of Toronto, Canada
 | University of Toronto, Canada
Published online: 11 April 2014
DOI logo with link
https://doi.org/10.1075/wll.17.1.05luo
The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chinese-English bilingual children. The children were tested twice, approximately one year apart, on a battery of cognitive and literacy measures in both languages. The data were analyzed with comprehensive path models that included phonological awareness, morphological awareness, and word reading in both languages. Our results demonstrate cross-linguistic transfer of phonological awareness and morphological awareness at the construct level and cross-linguistic transfer of phonological awareness to reading concurrently. Keywords: transfer; phonological awareness; morphological awareness; word reading; Chinese-English bilingual children
References (54)
Adams, Marilyn J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar logo with link to Google Scholar
Bradley, Lynette & Peter E. Bryant (1983). Categorizing sounds and learning to read: A causal connection. Nature 301(5899): 419–421. Google Scholar logo with link to Google Scholar
Bryant, Peter E., Morag MacLean, Lynette Bradley & John Crossland (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology 26(3): 429–438. Google Scholar logo with link to Google Scholar
Carlisle, Joanne F. (1995). Morphological awareness and early reading achievement. In Laurie B. Feldman (ed.), Morphological aspects of language processing, 189–209. Hillsdale, NJ: Erlbaum.Google Scholar logo with link to Google Scholar
Carlisle, Joanne F. & Diana M. Nomanbhoy (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics 14(2): 177–195. Google Scholar logo with link to Google Scholar
Carlisle, Joanne F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology 241: 291–322. Google Scholar logo with link to Google Scholar
Chen, Xi, Meiling Hao, Esther Geva, Jin Zhu & Hua Shu (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading and Writing 221: 615–631. Google Scholar logo with link to Google Scholar
Cheung, Him, Kevin K.H. Chung, Simpson W.L. Wong, Catherine McBride-Chang, Trevor B. Penney & Connie S.-H. Ho (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology 102(2): 367–380. Google Scholar logo with link to Google Scholar
Chow, Bonnie W.-Y. Catherine McBride-Chang & Stephan Burgess (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology 971: 81–87. Google Scholar logo with link to Google Scholar
Cisero, Cheryl A. & James M. Royer (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology 20(3): 275–303. Google Scholar logo with link to Google Scholar
Comeau, Liane, Pierre Cormier, Éric Grandmaison & Diane Lacroix (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology 91(1): 29–43. Google Scholar logo with link to Google Scholar
Deacon, S. Hélène. (2012). Sounds, letters and meanings: The independent influences of phonological, morphological and orthographic skills on early word reading accuracy. Journal of Research in Reading 35(4): 456–475. Google Scholar logo with link to Google Scholar
Deacon, S. Hélène & John R. Kirby (2004). Morphological awareness: Just ‘more phonological’? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics 25(02): 223–238. Google Scholar logo with link to Google Scholar
Dunn, Lloyd M. & Douglas M. Dunn (1997). Peabody picture vocabulary test (3rd edition). Circle Pines, MN: American Guidance Service.Google Scholar logo with link to Google Scholar
Durgunoğlu, Aydin Y., William E. Nagy & Barbara J. Hancin-Bhatt (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology 85(3): 453–465. Google Scholar logo with link to Google Scholar
Elementary Education Teaching and Research Center, Beijing Education and Science Institute. (1996). Elementary school Chinese textbooks. Beijing, China: Beijing Publishers.Google Scholar logo with link to Google Scholar
Gottardo, Alexandra, Penny Chiappe, Bernice Yan, Linda Siegel & Yan Gu (2006). Relationships between first and second language phonological processing skills and reading in Chinese-English speakers living in English-speaking contexts. Educational Psychology 26(3): 367–393. Google Scholar logo with link to Google Scholar
Gottardo, Alexandra, Bernice Yan, Linda Siegel & Lesly Wade-Woolley (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology 93(3): 530–542. Google Scholar logo with link to Google Scholar
Ho, Connie S.-H. & Peter Bryant (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology 33(6): 946–951. Google Scholar logo with link to Google Scholar
Hu, Chieh-Fang & Hugh W. Catts (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading 2(1): 55–79. Google Scholar logo with link to Google Scholar
Katamba, Francis (1993). Morphology. Houndmills, London: MacMillan.Google Scholar logo with link to Google Scholar
Keung, Yuen-Ching & Connie S.-H. Ho. (2009). Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology 34(2): 103–112. Google Scholar logo with link to Google Scholar
Koda, Keiko (2008). Impacts of prior literacy experience on second-language learning to read. In Keiko Koda & Annette M. Zehler (eds.), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development, 68–96. Mahwah, NJ: Routledge. Google Scholar logo with link to Google Scholar
Kuo, Li-Jen & Richard C. Anderson (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist 41(3): 161–180. Google Scholar logo with link to Google Scholar
Lafrance, Adèle & Alexandra Gottardo (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics 26(4): 559–578. Google Scholar logo with link to Google Scholar
Luk, Gigi & Ellen Bialystok (2008). Common and distinct cognitive bases for reading in English- Cantonese bilinguals. Applied Psycholinguistics 291: 269–289. Google Scholar logo with link to Google Scholar
Mahony, Diana, Maria Singson & Virginia Mann (2000). Reading ability and sensitivity to morphological relations. Reading and Writing 12(3): 191–218. Google Scholar logo with link to Google Scholar
McBride-Chang, Catherine (2004). Children’s literacy development. London: Edward Arnold/Oxford Press.Google Scholar logo with link to Google Scholar
McBride-Chang, Catherine, Jeung-Ryeul Cho, Hongyun Liu, Richard K. Wagner, Hua Shu, Aibao Zhou, Cecilia S.-M. Cheuk & Andrea Muse (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology 92(2): 140–160. Google Scholar logo with link to Google Scholar
McBride-Chang, Catherine & Connie S.-H. Ho (2000). Naming speed and phonological awareness in Chinese children: Relations to reading skills. Journal of Psychology in Chinese Societies 1(1): 93–108.Google Scholar logo with link to Google Scholar
McBride-Chang, Catherine, Hua Shu, Aibao Zhou, Chun P. Wat & Richard K. Wagner (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology 95(4): 743–751. Google Scholar logo with link to Google Scholar
Packard, Jerome L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Pan, Jinger, Catherine McBride-Chang, Hua Shu, Yuping Zhang & Hong Li (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology 103(4): 897–908. Google Scholar logo with link to Google Scholar
Pasquarella, Adrian, Xi Chen, Katie Lam, Yang C. Luo & Gloria Ramirez (2011). Cross‐language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading 34(1): 23–42. Google Scholar logo with link to Google Scholar
Raven, John C. (1958). Standard progressive matrices: SPM. London, UK: H. K. Lewis.Google Scholar logo with link to Google Scholar
Rubin, Donald B. (1987). Multiple imputation for nonresponse in surveys. New York: John Wiley & Sons. Google Scholar logo with link to Google Scholar
Schafer, Joseph L. (1997). Analysis of incomplete multivariate data. London, UK: Chapman & Hall. Google Scholar logo with link to Google Scholar
Shu, Hua, Catherine McBride-Chang, Sina Wu & Hongyun Liu (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology 98(1): 122–133. Google Scholar logo with link to Google Scholar
Singson, Maria, Diana Mahony & Virginia Mann (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing 12(3): 219–252. Google Scholar logo with link to Google Scholar
Siok, Wai-Ting & Paul Fletcher (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology 37(6): 886–899. Google Scholar logo with link to Google Scholar
Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21(4): 360–407. Google Scholar logo with link to Google Scholar
. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In Philip. B. Gough, Linnea C. Ehri & Rebecca Treiman (eds.), Reading acquisition, 307–342. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Tabachnick, Barbara G. & Linda S. Fidell (2006). Using multivariate statistics (5th edition). Boston: Allyn & Bacon.Google Scholar logo with link to Google Scholar
Tong, Xiuli & Catherine McBride-Chang (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing 231: 293–310. Google Scholar logo with link to Google Scholar
Wagner, Richard K. & Joseph K. Torgesen (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological bulletin 101(2): 192–212. Google Scholar logo with link to Google Scholar
Wagner, Richard K., Joseph K. Torgesen & Carol A. Rashotte (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology 30(1): 73–87. Google Scholar logo with link to Google Scholar
(1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.Google Scholar logo with link to Google Scholar
Wang, Min, Chengxi Cheng & Shi-Wei Chen (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology 98(3): 542–553. Google Scholar logo with link to Google Scholar
Wang, Min, Charles A. Perfetti & Ying Liu (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition 97(1): 67–88. Google Scholar logo with link to Google Scholar
Wang, Ming, Chen Yang & Chengxi Cheng (2009). The contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics 30(2): 291–314. Google Scholar logo with link to Google Scholar
Woodcock, Richard W., Kevin S. McGrew & Nancy Mather (2001). Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Publishing.Google Scholar logo with link to Google Scholar
Zhang, Dongbo (2012). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics 34(5): 917–942. Google Scholar logo with link to Google Scholar
Zhang, Jie, Richard C. Anderson, Hong Li, Qi Dong, Xinchun Wu & Yan Zhang (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing 23(3): 311–336. Google Scholar logo with link to Google Scholar
Cited by (55)

Cited by 55 other publications

Cheng, Xi, Li Yin & Haomin Zhang
2025. Morphological awareness and vocabulary knowledge in monolingual and bilingual learners: A meta-analysis. International Journal of Bilingualism DOI logo
Cheng, Yahua, Yixun Li, Wenjian Zhang & Kaiyue Jia
2025. The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6. Reading Research Quarterly 60:1 DOI logo
Khlifat, Jamal A. & Pui Fong Kan
2025. Cross-Linguistic Syntactic Priming in Late Bilinguals of Levantine Arabic (L1) and English (L2). Languages 10:4 ► pp. 72 ff. DOI logo
Li, Xiaomeng, Dongbo Zhang & Sihui Echo Ke
2025. Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English: A Meta-Analytic Structural Equation Modeling Study. Review of Educational Research DOI logo
Li, Yueh-Lin, Li-Ying Fan, Hsin-Chin Chen, Shiou-Yuan Chen, Ioulia Kovelman & Tai-Li Chou
2025. Developmental changes in phonological awareness in Chinese-English bilingual children: An fNIRS longitudinal study. NeuroImage 321 ► pp. 121522 ff. DOI logo
Lu, Chloé Xin-Tong, Anna Jia-Jun Zhang, Urs Maurer, Catherine McBride & Tomohiro Inoue
2025. Cognitive bases of bilingual morphological awareness: evidence from Hong Kong Chinese children. International Journal of Bilingual Education and Bilingualism 28:7 ► pp. 863 ff. DOI logo
Zhang, Kehui, Xin Sun, Zahira Flores-Gaona, Chi-Lin Yu, Rachel L. Eggleston, Nia Nickerson, Valeria C. Caruso, Twila Tardif & Ioulia Kovelman
2025. Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective. Bilingualism: Language and Cognition 28:2 ► pp. 327 ff. DOI logo
İlerten, Ferda, Belma Haznedar & Nalan Babür
2024. Cognitive and linguistic predictors of word reading fluency in Turkish–Arabic bilingual and Turkish monolingual children. International Journal of Bilingualism DOI logo
Liu, Yaping, Choo Mui Cheong, Rex Hung Wai Ng & Shek Kam Tse
2024. The role of L1 self-efficacy in L2 reading comprehension: an exploration of L1–L2 cross-linguistic transfer. International Journal of Bilingual Education and Bilingualism 27:7 ► pp. 883 ff. DOI logo
Muthyala, Udaya
2024. Intercultural Communication, and Cognitive Development: Exploring Interactions. In Exploring Bilingualism in Education, ► pp. 97 ff. DOI logo
Burchell, Diana, Kathleen Hipfner-Boucher, S. Hélène Deacon, Poh Wee Koh & Xi Chen
2023. Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children. Languages 8:1 ► pp. 62 ff. DOI logo
Ruan, Yijun, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride & Connie Suk Han Ho
2023. How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children. Reading Research Quarterly 58:1 ► pp. 78 ff. DOI logo
Shen, Yaqi
2023. Issues of Measuring Morphological Awareness Longitudinally. Reading Psychology 44:2 ► pp. 175 ff. DOI logo
Shen, Yaqi & Amy C. Crosson
2023. Chinese adolescents learning to read in English: How do different types of morphological awareness contribute to vocabulary knowledge and comprehension?. Reading and Writing 36:1 ► pp. 51 ff. DOI logo
Sun, Xin, Rebecca A. Marks, Kehui Zhang, Chi‐Lin Yu, Rachel L. Eggleston, Nia Nickerson, Tai‐Li Chou, Xiao‐Su Hu, Twila Tardif, Teresa Satterfield & Ioulia Kovelman
2023. Brain bases of English morphological processing: A comparison between Chinese‐English, Spanish‐English bilingual, and English monolingual children. Developmental Science 26:1 DOI logo
Tong, Christine Kong-Yan, Jana Chi San Ho, Xiujie Yang, Catherine McBride, Melody Chi Ying Ng & Dora Jue Pan
2023. Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English. Reading and Writing 36:8 ► pp. 1997 ff. DOI logo
Ye, Yanyan, Dora Jue Pan & Catherine McBride
2023. Spelling development in Hong Kong early Chinese–English literacy learners. Reading and Writing 36:9 ► pp. 2523 ff. DOI logo
Yeung, Susanna Siu‐sze, Shen Qiao, Dora Jue Pan & Dan Lin
2023. Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners. Foreign Language Annals 56:2 ► pp. 362 ff. DOI logo
Zhang, Kehui, Xin Sun, Chi‐Lin Yu, Rachel L. Eggleston, Rebecca A. Marks, Nia Nickerson, Valeria C. Caruso, Xiao‐Su Hu, Twila Tardif, Tai‐Li Chou, James R. Booth & Ioulia Kovelman
2023. Phonological and morphological literacy skills in English and Chinese: A cross‐linguistic neuroimaging comparison of Chinese–English bilingual and monolingual English children. Human Brain Mapping 44:13 ► pp. 4812 ff. DOI logo
Li, Xiaomeng & Keiko Koda
2022. Linguistic constraints on the cross-linguistic variations in L2 word recognition. Reading and Writing 35:6 ► pp. 1401 ff. DOI logo
Li, Xiaomeng & Keiko Koda
2025. Cross‐Linguistic Shareability of Word Recognition Skills Among Chinese‐Speaking English Learners: A Partial Least Squares Structural Equation Model. Language Learning DOI logo
Smith, Sara Ashley, Ai Leen Choo & Stephanie R. Seitz
2022. Disfluencies in English Speech Produced by Spanish-English Bilinguals. Folia Phoniatrica et Logopaedica 74:2 ► pp. 122 ff. DOI logo
Sun, Xin, Kehui Zhang, Rebecca A. Marks, Nia Nickerson, Rachel L. Eggleston, Chi‐Lin Yu, Tai‐Li Chou, Twila Tardif & Ioulia Kovelman
2022. What’s in a word? Cross‐linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development. Child Development 93:1 ► pp. 84 ff. DOI logo
Tong, Xiuhong, Qinli Deng & Shelley Xiuli Tong
2022. Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Annals of Dyslexia 72:3 ► pp. 532 ff. DOI logo
Yin, Jing, Connie Qun Guan, Elaine R. Smolen, Esther Geva & Wanjin Meng
2022. Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills?. Frontiers in Psychology 13 DOI logo
Yuan, Han, Eliane Segers & Ludo Verhoeven
2022. Predicting the development of early reading in Chinese–Dutch bilinguals. Reading and Writing 35:3 ► pp. 617 ff. DOI logo
Gardani, Francesco
2021. On how morphology spreads. Word Structure 14:2 ► pp. 129 ff. DOI logo
Gottardo, Alexandra, Xi Chen & Michelle Ru Yun Huo
2021. Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading. Reading Research Quarterly 56:S1 DOI logo
Ke, Sihui (Echo) & Keiko Koda
2021. Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language. Applied Psycholinguistics 42:5 ► pp. 1263 ff. DOI logo
Russak, Susie & Elena Zaretsky
2021. Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators. Frontiers in Psychology 12 DOI logo
Wang, Jie, Andus Wing-Kuen Wong & Hsuan-Chih Chen
2021. Second language experience influences salience of phonological units in spoken word production in the first language. International Journal of Bilingualism 25:6 ► pp. 1545 ff. DOI logo
Ye, Yanyan, Mengge Yan, Yijun Ruan, Catherine McBride & Chu Fung Yeung
2021. Literacy learning in early Chinese-English bilinguals: the role of pure copying skill. Early Childhood Research Quarterly 55 ► pp. 263 ff. DOI logo
Pae, Hye K.
2020. Linguistic Evidence for Script Relativity. In Script Effects as the Hidden Drive of the Mind, Cognition, and Culture [Literacy Studies, 21], ► pp. 147 ff. DOI logo
Vibeke Grøver, Paola Uccelli, Meredith Rowe & Elena Lieven
2019. Learning through Language, DOI logo
Lin, Ming-Fang
2019. Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception. International Review of Applied Linguistics in Language Teaching 57:3 ► pp. 289 ff. DOI logo
Lü, Chan
2019. Oral Language, Phonological Awareness, Word Reading, and Passage Reading Comprehension in Grade 2. In Chinese Literacy Learning in an Immersion Program, ► pp. 133 ff. DOI logo
Lü, Chan
2019. Morphological Awareness, Vocabulary Knowledge, Lexical Inference, and Text Comprehension in Chinese in Grade 3. In Chinese Literacy Learning in an Immersion Program, ► pp. 167 ff. DOI logo
Koh, Poh Wee, Xi Chen & Alexandra Gottardo
2018. How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese?. In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7], ► pp. 73 ff. DOI logo
Lin, Candise Y., Chenxi Cheng & Min Wang
2018. The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition. Reading and Writing 31:1 ► pp. 99 ff. DOI logo
Lin, Candise Y., Min Wang & Anisha Singh
2018. Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Writing Systems, Reading Processes, and Cross-Linguistic Influences [Bilingual Processing and Acquisition, 7], ► pp. 25 ff. DOI logo
Luo, Yang Cathy, Poh Wee Koh, S. Hélène Deacon & Xi Chen
2018. The roles of metalinguistic skills in Chinese–English biliteracy development. Reading and Writing 31:8 ► pp. 1721 ff. DOI logo
Murphy, Victoria A.
2018. Literacy development in linguistically diverse pupils. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 155 ff. DOI logo
Schiff, Rachel & Elinor Saiegh-Haddad
2018. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic. Frontiers in Psychology 9 DOI logo
Sun, Congying, Lee Branum-Martin, Peng Peng & Sha Tao
2018. Phonology, Orthography, and Decoding Skills Within and Across English and Chinese. Scientific Studies of Reading 22:5 ► pp. 401 ff. DOI logo
Tong, Xiuhong, Catherine McBride, Connie Suk-han Ho, Mary Miu Yee Waye, Kevin Kien Hoa Chung, Simpson Wai Lap Wong & Bonnie Wing Yin Chow
2018. Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing 31:8 ► pp. 1765 ff. DOI logo
Zhang, Haomin & Keiko Koda
2018. Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability. Reading and Writing 31:1 ► pp. 53 ff. DOI logo
Zhang, Haomin & Keiko Koda
2021. Cross-Linguistic Morphological Awareness in Chinese Heritage Language Reading Acquisition. Journal of Psycholinguistic Research 50:2 ► pp. 335 ff. DOI logo
Baker, Doris Luft, Deni Lee Basaraba, Keith Smolkowski, Jillian Conry, Jarkko Hautala, Ulla Richardson, Sherril English & Ron Cole
2017. Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal 40:2 ► pp. 222 ff. DOI logo
Gottardo, Alexandra, Poh Wee Koh, Xi Chen & Fanli Jia
2017. Models of English and Chinese word reading for adolescent Chinese–English bilinguals. Reading and Writing 30:7 ► pp. 1377 ff. DOI logo
Koh, Poh Wee, Xi Chen, James Cummins & Jia Li
2017. Literacy Outcomes of a Chinese/English Bilingual Program in Ontario. The Canadian Modern Language Review 73:3 ► pp. 343 ff. DOI logo
Xue, Jin & Xiaoming Jiang
2017. The developmental relationship between bilingual morphological awareness and reading for Chinese EFL adult learners: a longitudinal study. Reading and Writing 30:2 ► pp. 417 ff. DOI logo
Yang, Man, North Cooc & Li Sheng
2017. An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education 2:1 DOI logo
ZHANG, DONGBO, CHERN-FAR CHIN & LI LI
2017. Metalinguistic awareness in bilingual children's word reading: A cross-lagged panel study on cross-linguistic transfer facilitation. Applied Psycholinguistics 38:2 ► pp. 395 ff. DOI logo
Zhang, Dongbo, Keiko Koda & Che Kan Leong
2016. Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study. Reading and Writing 29:3 ► pp. 383 ff. DOI logo
Shakkour, Wael
2014. Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared. Open Journal of Modern Linguistics 04:04 ► pp. 544 ff. DOI logo

This list is based on CrossRef data as of 24 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue