Results 1 to 11 of 11
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TypeTitleAuthor(s)YearViews
Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary: a reaction time studyLeong, CK; Tsung, LTH; Tse, SK; Shum, MSK; Ki, WW201278
 
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexiaLeong, CK; Loh, KY; Ki, WW; Tse, SK2011134
 
Orthographic knowledge important in comprehending elementary Chinese text by users of alphasyllabariesLeong, CK; Tse, SK; Loh, KY; Ki, WW2011278
 
Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automatized Naming, and Onset-Rime Phonological SegmentationLeong, CK; Tse, SK; Loh, KY; Hau, KT2008237
 
Component skills of text comprehension in less competent Chinese comprehendersLeong, CK; Hau, KT; Tse, SK; Loh, KY2007146
 
Text inferencing by Chinese children: Role of verbal working memory, two-character word reading, RAN and onset-rime segmentationLeong, CK; Tse, SK; Loh, EKY200692
 
The role of sensitivity to rhymes, phonemes and tones in reading english and chinese pseudowordsLeong, CK; Cheng, PW; Tan, LH200576
 
Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese studentsLeong, CK; Hau, KT; Cheng, PW; Tan, LH200588
 
Learning to read and spell english words by Chinese studentsLeong, CK; Tan, LH; Cheng, PW; Hau, KT2005563
 
Chinese reading difficulty characterized by functional disconnection of orthographic and phonological systems in the brainSiok, WT; Tan, LH; Jin, Z; Dong, Q; Spinks, JA; Leong, CK; Perfetti, CA200389
 
Neurocognitive systems of second language learning are shaped by native language: Evidence from developmental, neuroimaging, and cognitive studies. In C. McBride & I. Chen (Eds.)Tan, LH; Spinks, JA; Leong, CK200187
 
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