160 related articles for article (PubMed ID: 31773486)
21. From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness.
Choi W; Tong X; Deacon H
J Speech Lang Hear Res; 2019 Jun; 62(6):1875-1889. PubMed ID: 31095440
[TBL] [Abstract][Full Text] [Related]
22. Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners.
Ruiz-Felter R; Cooperson SJ; Bedore LM; Peña ED
Int J Lang Commun Disord; 2016 Jul; 51(4):368-83. PubMed ID: 26952160
[TBL] [Abstract][Full Text] [Related]
23. The activation of phonological representations by bilinguals while reading silently: evidence from interlingual homophones.
Haigh CA; Jared D
J Exp Psychol Learn Mem Cogn; 2007 Jul; 33(4):623-44. PubMed ID: 17576144
[TBL] [Abstract][Full Text] [Related]
24. From sound to syntax: phonological constraints on children's lexical categorization of new words.
Fitneva SA; Christiansen MH; Monaghan P
J Child Lang; 2009 Nov; 36(5):967-97. PubMed ID: 19105858
[TBL] [Abstract][Full Text] [Related]
25. Lexical learning in bilingual adults: the relative importance of short-term memory for serial order and phonological knowledge.
Majerus S; Poncelet M; Van der Linden M; Weekes BS
Cognition; 2008 May; 107(2):395-419. PubMed ID: 18036515
[TBL] [Abstract][Full Text] [Related]
26. Are phonological representations in bilinguals language specific? An ERP study on interlingual homophones.
Carrasco-Ortiz H; Midgley KJ; Frenck-Mestre C
Psychophysiology; 2012 Apr; 49(4):531-43. PubMed ID: 22220969
[TBL] [Abstract][Full Text] [Related]
27. Development of phonological awareness in English-Mandarin bilinguals: a comparison of English-L1 and Mandarin-L1 kindergarten children.
Yeong SH; Rickard Liow SJ
J Exp Child Psychol; 2012 Jun; 112(2):111-26. PubMed ID: 22382048
[TBL] [Abstract][Full Text] [Related]
28. Phonological patterns in Mandarin-English bilingual children.
Lin LC; Johnson CJ
Clin Linguist Phon; 2010 Jan; 24(4-5):369-86. PubMed ID: 20345265
[TBL] [Abstract][Full Text] [Related]
29. Investigating pseudohomophone interference effects in young second-language learners.
Commissaire E; Duncan LG; Casalis S
J Exp Child Psychol; 2019 Apr; 180():1-18. PubMed ID: 30590203
[TBL] [Abstract][Full Text] [Related]
30. Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties?
Gellert AS; Elbro C
J Learn Disabil; 2017; 50(3):227-237. PubMed ID: 26468225
[TBL] [Abstract][Full Text] [Related]
31. Language-specific phonological skills and the relationship with reading accuracy in Sylheti-English sequential bilinguals.
McCarthy KM; Skoruppa K
Child Dev; 2023 Mar; 94(2):e85-e102. PubMed ID: 36515489
[TBL] [Abstract][Full Text] [Related]
32. Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.
Nicolay AC; Poncelet M
J Exp Child Psychol; 2013 Aug; 115(4):655-71. PubMed ID: 23708731
[TBL] [Abstract][Full Text] [Related]
33. Cross-linguistic transfer of phonological skills: a Malaysian perspective.
Gomez C; Reason R
Dyslexia; 2002; 8(1):22-33. PubMed ID: 11990222
[TBL] [Abstract][Full Text] [Related]
34. A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children.
Matrat M; Delage H; Kehoe M
Front Rehabil Sci; 2022; 3():1095023. PubMed ID: 36794270
[TBL] [Abstract][Full Text] [Related]
35. Phonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish-English bilingual children.
Goldstein BA; Fabiano L; Washington PS
Lang Speech Hear Serv Sch; 2005 Jul; 36(3):201-18. PubMed ID: 16175884
[TBL] [Abstract][Full Text] [Related]
36. Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children.
Abu-Rabia S; Siegel LS
J Psycholinguist Res; 2002 Nov; 31(6):661-78. PubMed ID: 12599919
[TBL] [Abstract][Full Text] [Related]
37. French immersion experience and reading skill development in at-risk readers.
Kruk RS; Reynolds KA
J Child Lang; 2012 Jun; 39(3):580-610. PubMed ID: 21892990
[TBL] [Abstract][Full Text] [Related]
38. Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students.
Lin J; Zhang H
J Gen Psychol; 2023; 150(1):120-141. PubMed ID: 33988488
[TBL] [Abstract][Full Text] [Related]
39. Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children.
Tong X; Deng Q; Tong SX
Ann Dyslexia; 2022 Oct; 72(3):532-551. PubMed ID: 35920971
[TBL] [Abstract][Full Text] [Related]
40. Phonological acquisition in bilingual Spanish-English speaking children.
Fabiano-Smith L; Goldstein BA
J Speech Lang Hear Res; 2010 Feb; 53(1):160-78. PubMed ID: 20150407
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]
