Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- 30 Precursors to reading: phonological awareness and letter knowledge
- 31 Reading disorders
- 32 Predictors of reading skills across languages
- 33 Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits
- 34 The developmentof reading comprehension skill: processing and memory
- References
- Index
- References
32 - Predictors of reading skills across languages
from Part Six - Reading
Published online by Cambridge University Press: 05 November 2015
Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- 30 Precursors to reading: phonological awareness and letter knowledge
- 31 Reading disorders
- 32 Predictors of reading skills across languages
- 33 Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits
- 34 The developmentof reading comprehension skill: processing and memory
- References
- Index
- References
- Type
- Chapter
- Information
- The Cambridge Handbook of Child Language , pp. 703 - 723Publisher: Cambridge University PressPrint publication year: 2015
References
Suggestions for further reading
Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen, L., Tardif, T., Liang, W., Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52, 212–20.CrossRefGoogle ScholarPubMed
Lyytinen, H., Erskine, J., Ahonen, T., Aro, M., Eklund, K., Guttorm, T., … & Viholainen, H. (2008). Early identification and prevention of dyslexia: Results from a prospective follow-up study of children at familial risk for dyslexia. In Reid, G., Fawcett, A., Manis, F. & Siegel, L. (eds.), The SAGE Handbook of Dyslexia (pp. 121–46). London: Sage.Google Scholar
Richardson, U. & Lyytinen, H. (2014). The GraphoGame method: The theoretical and methodological background of the technology-enhanced learning environment for learning to read. Human Technology, 10(1), 39–60.CrossRefGoogle Scholar
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., Tardif, T., Li, H., Liang, W., Zhang, Z., & Shu, H. (2015). Tracing children’s vocabulary development from preschool to school-age years: An 8-year longitudinal study, Developmental Science, 18(1), 119–31.CrossRefGoogle ScholarPubMed
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