2015年学术论文
栏目:科研成果 发布时间:2019-01-04

1. Cheng, Y., Li, L., & Wu,X. (2015). The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: A latent growth model study. Frontiers in Psychology, 6(4), 440.
2. Cheng Y., Zhang J., Li H., Ding, F., Nguyen-Jahiel K., Anderson R., Shu H., Wu X. (2015). Moving from recitation to open-format literature discussion in Chinese classrooms. Instructional Science, 42(6):643-664.
3. Hao, M., Liu, Y., Shu, H., Xing, A., Jiang, Y., & Li, P. (2015). Developmental changes in the early child lexicon in mandarin Chinese. Journal of Child Language, 42(3), 505-537.
4. Li, L., & Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PloS ONE, 10(3), e0114417.
5. Pan, J., Shu, H., Wang, Y., & Yan, M. (2015). Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences. Memory & Cognition, 43(6), 964-972.
6. Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H. (2015). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-Year longitudinal study. Developmental Science19(6), 982-991.
7. Song, S., Su M., Kang, C., Liu H., Zhang, Y., McBride-Chang, C., Tardif, W., Li, H., Liang, W., Zhang, Z., & Shu, H. (2015) Tracing children’s vocabulary development from preschool through the school-age years: an 8-year longitudinal study. Developmental Science, 18(1): 119-131.
8. Yan, M., Pan, J., Belanger, N. N., & Shu, H. (2015). Chinese Deaf Readers Have Early Access to Parafoveal Semantics. Journal of Experimental Psychology: Learning, Memory and Cognition, 41(1), 254-261.
9. 姜薇, 张林军, 舒华. (2015). 汉语语音范畴性知觉在儿童早期阅读中的作用. 心理发展与教育, 31(3), 271-278.
10. 伍新春. (2015). 读透文本, 正确处理读写关系. 小学语文, (7-8), 38-41.