2017年学术论文
栏目:科研成果 发布时间:2019-01-04

1. Cheng, Y., & Wu, X. (2017). The relationship between SES and reading comprehension in Chinese: A mediation model. Frontiers in Psychology, 8(4), 672.
2. Cheng, Y., Zhang, J., Li, H.Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T., Zheng, M., Zhao, Y., & Sun, P. (2017). Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from Grade 1 to Grade 2. Reading Research Quarterly, 52(1), 91-104.
3. Cui, J., Georgiou, G. K., Zhang, Y., Li, Y., Shu, H., & Zhou, X. (2017). Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. Journal of Experimental Child Psychology, 154, 146-163.
4. Jiang, W., Li, Y., Shu, H., Zhang, L., & Zhang, Y. (2017). Use of semantic context and f0 contours by older listeners during mandarin speech recognition in quiet and single-talker interference conditions. Acoustical Society of America Journal, 141(4), 338-344.
5. Li, H., Dronjic, V., Chen, X., Li, Y., Cheng, Y., & Wu, X. (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44(5), 1218-1247.
6. Li, L., Wu, X., Cheng, Y. & NGUYEN, T. P. (2017). The relationship of character reading and spelling: A longitudinal study in Chinese. Journal of Research in Reading, (2).
7. Liu, D., Li, H., Wong, K. S. R. (2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading, 21(3), 210-224.
8. Liu, Y., Georgiou, G. K., Zhang, Y., Li, H., Liu, H., Song, Sh., Kang, C., Shi, B., Liang, W., Pan, J., & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82, 75-90. 
9. Nguyen, T., Zhang, J., Li, H.Wu, X., & Cheng, Y. (2017). Teaching semantic radicals facilitates inferring new character meaning in sentence reading for nonnative Chinese speakers. Frontiers in Psychology,8(10), 1846.
10. Pan, J., Kong, Y., Song, S., McBride, C., Liu, H., & Shu, H. (2017). Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children. Reading and Writing, 30(2), 401-416.
11. Su, M., Peyre, H., Song, S., McBride, C., Tardif e, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11. Learning and Instruction, 49(1), 54-63.
12. Tong, X., McBride, C., Lo, J. C. M., & Shu, H. (2017). A three-year longitudinal study of reading and spelling difficulty in Chinese developmental dyslexia: the matter of morphological awareness. Dyslexia, 23(4), 372-386.
13. Xia, Z., Zhang, L., Hoeft, F., Gu, B., Gong, G., & Shu, H. (2017). Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents. International Journal of Behavioral Development, 23(1), 1-15.
14. Zhou, W., & Shu, H. (2017 Apr 4 publish online). A meta-analysis of functional magnetic resonance imaging studies of eye movements and visual word reading. Brain & Behavior, 7(5).
15. Zhou, W., Shu, H., Miller, K., & Yan, M. (2017). Reliance on orthography and phonology in reading of Chinese: A developmental study. Journal of Research in Reading.
16. Zhang, S. Z., Georgiou, G. K., Xu, J., Liu, J. M., Li, M., & Shu, H. (2017). Different measures of print exposure predict different aspects of vocabulary. Reading Research Quarterly, 31(1), 1-12.
17. 张玉平, 董琼, 舒华, 吴燕. (2017). 语音意识、命名速度和语素意识在汉语阅读发展中的作用. 心理发展与教育, 33(4), 401-409.
18. 程亚华李虹伍新春, 董琼. (2017). 一年级汉语儿童语素意识与口语词汇的双向关系: 追踪研究的证据. 心理科学, 40(1), 103-109.    

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