Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-06T04:58:29.923Z Has data issue: false hasContentIssue false

2 - Learning to Read Chinese

Published online by Cambridge University Press:  02 October 2017

Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, R. C., Li, W., Ku, Y., Shu, H. & Wu, N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95, 5257.CrossRefGoogle Scholar
Bai, X., Yan, G., Liversedge, S., Zang, C. & Rayner, K. (2008). Reading spaced and unspaced Chinese text: Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 34, 12771287.Google Scholar
Bauer, R. S. & Benedict, P. K. (1997). Modern Cantonese phonology. Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Bialystok, E., McBride-Chang, C. & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580590.Google Scholar
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28, 679694.Google Scholar
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169190.CrossRefGoogle Scholar
Chan, A. Y. W. & Li, D. C. S. (2000). English and Cantonese phonology in contrast: Explaining Cantonese ESL learners’ English pronunciation problems. Language, Culture and Curriculum, 13, 6785.Google Scholar
Chan, L. & Nunes, T. (1998). Children’s understanding of the formal and functional characteristics of written Chinese. Applied Psycholinguistics, 19, 115131.Google Scholar
Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X. & Shu, H. (2004). Phonological awareness of monolingual and bilingual Chinese children. Journal of Educational Psychology, 96, 142151.Google Scholar
Chen, X., Anderson, R. C., Li, H. & Shu, H. (2013). Visual, phonological and orthographic strategies in learning to read Chinese. In Chen, X., Wang, L. & Luo, Y. (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp. 2348). Dordrecht: Springer.Google Scholar
Chen, X., Fen, X., Nguyen, T.-K., Hong, G. & Wang, Y. (2010). Effects of cross-language transfer on first language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102, 712728.CrossRefGoogle Scholar
Chen, X., Hao, M., Geva, E., Zhu, J. & Shu, H. (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading and Writing, 22, 615631.Google Scholar
Cheng, C.-C. (1973). A synchronic phonology of Mandarin Chinese. Monographs on Linguistic Analysis no. 4. The Hague: Mouton.Google Scholar
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B. & Ho, C. S.-H. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50, 726733.Google Scholar
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B. & Ho, C. S.-H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese–English bilingual children. Journal of Educational Psychology, 102, 367380.Google Scholar
Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Luan, H., Lo, L.-Y. & Lau, W. S.-Y. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25, 679699.Google Scholar
Chow, B. W.-Y., McBride-Chang, C. & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 8187.CrossRefGoogle Scholar
Chow, B. W.-Y., McBride-Chang, C., Cheung, H. & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44, 233244.CrossRefGoogle ScholarPubMed
DeFrancis, J. (1984). The Chinese language: Fact and fantasy. Honolulu: University of Hawaii Press.Google Scholar
Dronjic, V. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality. Writing Systems Research, 3, 521.Google Scholar
Duanmu, S. (1998). Wordhood in Chinese. In Packard, J. (Ed.), New approaches to Chinese word formation: Morphology, phonology and the lexicon in modern and ancient Chinese (pp. 135196). Berlin: Mouton de Gruyter.Google Scholar
Duanmu, S. (2007). The phonology of standard Chinese, 2nd edn. Oxford University Press.Google Scholar
Ehri, L. (1991). Development of the ability to read words. In Barr, R., Kamil, M., Mosenthal, P. & Pearson, P. (Eds.), Handbook of reading research, Vol. II (pp. 383417). New York: Longman.Google Scholar
Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading, and reading ability. RASE: Remedial & Special Education, 7, 610.Google Scholar
Hanley, J. R., Tzeng, O. & Huang, H. S. (1999). Learning to read Chinese. In Harris, M. and Hatano, G. (Eds.), Learning to read and write: A Cross-linguistic perspective (pp. 173–95). Cambridge University Press.Google Scholar
Hao, M. L., Chen, X., Dronjic, V., Shu, H. & Anderson, R. C. (2013). The development of young Chinese children’s morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, 34, 4567.Google Scholar
Ho, C. S.-H. (2010). Understanding reading disability in Chinese: From basic research to intervention. In Bond, M. H. (Ed.), Handbook of Chinese Psychology, 2nd edn. (pp. 109121). New York: Oxford Press.Google Scholar
Ho, C. S.-H. & Bryant, P. (1997a). Development of phonological awareness of Chinese children in Hong Kong. Journal of Psycholinguistic Research, 26, 109126.CrossRefGoogle ScholarPubMed
Ho, C. S.-H. & Bryant, P. (1997b). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276289.Google Scholar
Ho, C. S.-H. & Bryant, P. (1997c). Phonological skills are important in learning to read Chinese. Developmental Psychology, 6, 946951.Google Scholar
Ho, C. S.-H., Chan, D. W.-O., Lee, S.-H., Tsang, S.-H. & Luan, V. H. (2004). Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91, 4375.CrossRefGoogle ScholarPubMed
Ho, C. S.-H., Chan, D. W.-O., Tsang, S.-H. & Lee, S.-H. (2002). The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38, 543553.CrossRefGoogle ScholarPubMed
Ho, C. S.-H. & Lai, D. N.-C. (1999). Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia. Learning and Individual Differences, 11, 173186.Google Scholar
Ho, C. S.-H., Law, T. P.-S. & Ng, P. M. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13, 5779.CrossRefGoogle Scholar
Ho, C. S.-H., Ng, T.-T. & Ng, W.-K. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35, 849878.Google Scholar
Ho, C. S.-H., Wong, W.-L. & Chan, W.-S. (1999). The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology and Psychiatry, 40, 393403.Google Scholar
Ho, C. S.-H., Yau, P.W.-Y. & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In McBride-Chang, C. & Chen, H.-C. (Eds.), Reading Development in Chinese Children (pp. 5171). Westport, CT: Greenwood Publishing Group Inc.Google Scholar
Hoosain, R. (1992). Psychological reality of the word in Chinese. In Chen, H. C. & Tzeng, O. (Eds.), Language processing in Chinese (pp. 111130). New York: North-Holland Elsevier Science Publisher.Google Scholar
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127160.Google Scholar
Hu, C. -F. & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 5579.CrossRefGoogle Scholar
Huang, H. S. & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 7398.CrossRefGoogle ScholarPubMed
Huang, H. S. & Hanley, J. R. (1997). A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan. International Journal of Behavioral Development, 20, 249268.Google Scholar
Huang, H. S. & Zhang, H. R. (1997). An analysis of phonemic awareness, word awareness and tone awareness among dyslexic children. Bulletin of Special Education and Rehabilitation, 5, 125138.Google Scholar
Huang, S. (1998). Chinese as a headless language in compounding morphology. In Packard, J. (Ed.), New approaches to Chinese word formation: Morphology, phonology and the lexicon in modern and ancient Chinese (pp. 261283). Berlin and New York: Mouton de Gruyter.Google Scholar
Ku, Y. & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16, 399422.Google Scholar
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. The Journal of Child Psychology and Psychiatry, 52, 212220.CrossRefGoogle ScholarPubMed
Leong, C. K., Tse, S. K., Loh, K. Y. & Hau, K. T. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automated naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100, 135149.Google Scholar
Li, W., Anderson, R. C., Nagy, W. & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In Li, W., Gaffney, J. S. & Packard, J. L. (Eds.), Chinese children’s reading acquisition: Theoretical and pedagogical issues (pp. 87106). Norwell, MA: Kluwer Academic Press.Google Scholar
Li, W.-S. & Ho, C. S.-H. (2011). Lexical tone awareness among Chinese children with developmental dyslexia. Journal of Child Language, 38, 793808.Google Scholar
Li, H., Shu, H., McBride-Chang, C., Liu, H. & Peng, H. (2012). Chinese children’s character recognition: Viso-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35, 287307.Google Scholar
Lin, Y.-H. (1989). Autosegmental treatment of segmental processes in Chinese phonology. Doctoral dissertation, University of Texas, Austin.Google Scholar
Liu, P. D. & McBride-Chang, C. (2010). What is morphological awareness: Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 6273.Google Scholar
Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H. & Wong, A. M.-Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755775.CrossRefGoogle Scholar
Luo, Y. C., Chen, X., Deacon, S. H. & Li, H. (2011). Development of Chinese orthographic processing: A cross-cultural perspective. Writing Systems Research, 3, 6986.Google Scholar
Mair, V. H. (1991). What is a Chinese “dialect/topolect”? Reflections on some key Sino-English linguistic terms. Sino-Platonic Papers, 29, 131.Google Scholar
Matthews, S. & Yip, V. (2011). Cantonese: A comprehensive grammar, 2nd edn. London: Routledge.Google Scholar
McBride-Chang, C. (2004). Children’s literacy development. London: Edward Arnold.Google Scholar
McBride-Chang, C., Bialystok, E., Chong, K. & Li, Y. P. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 93111.CrossRefGoogle ScholarPubMed
McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S.-L. & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing, 19, 695716.CrossRefGoogle Scholar
McBride-Chang, C., Cho, J., Liu, H., Wagner, R. K., Shu, H., Zhou, A. & Muse, A. (2005). Changing models across culture: Associations of phonological awareness and morphological structure with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140160.Google Scholar
McBride-Chang, C. & Ho, C. S.-H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9, 117144.CrossRefGoogle Scholar
McBride-Chang, C. & Kail, R. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 13921407.Google Scholar
McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y. & Wong, S. W.-L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204211.Google Scholar
McBride-Chang, C., Shu, H., Ng, J. Y. W., Meng, X. & Penney, T. (2007). Morphological structure awareness, vocabulary, and reading. In Wagner, R. K., Muse, A. E. & Tannenbaum, K. R. (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 104122). New York: Guilford Press.Google Scholar
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P. & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character reading. Journal of Experimental Psychology, 95, 743751.Google Scholar
McBride-Chang, C., Tong, X., Shu, H., Wong, A. M.-Y., Leung, K. & Tardif, T. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12, 171194.Google Scholar
Morris, R. D., Stuebing, K. K., Fletcher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P., Katz, L., Francis, D. J. & Shaywitz, B. A. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347373.Google Scholar
Nagy, W. E. & Anderson, R. C. (1998). Metalinguistic awareness and the acquisition of literacy in different languages. In Wagner, D., Venezky, R. & Street, B. (Eds.), Literacy: An international handbook (pp. 155160). Boulder, CO: Westview Press.Google Scholar
Packard, J. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge University Press.Google Scholar
Pan, Y. (2000). Code-switching and social change in Guangzhou and Hong Kong. International Journal of the Sociology of Language, 146, 2141.Google Scholar
Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 324.Google Scholar
Perfetti, C. A., Cao, F. & Booth, J. (2013). Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17, 521.Google Scholar
Perfetti, C. A., Zhang, S. & Berent, I. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Frost, R. & Katz, L. (Eds.), Orthography, phonology, morphology, and meaning (pp. 227248). Amsterdam: North-Holland.Google Scholar
Shen, H. H. & Bear, D. R. (2000). Development of orthographic skills in Chinese children. Reading and Writing, 13, 197236.Google Scholar
Shu, H. & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 7889.CrossRefGoogle Scholar
Shu, H. & Anderson, R. C. (1998). Learning to read Chinese: The development of metalinguistic awareness. In Wang, J., Inhoff, A. W. & Chen, H.-C. (Eds.), Reading Chinese script: A cognitive analysis (pp. 118). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Shu, H., Anderson, R. C. & Wu, N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92, 5662.Google Scholar
Shu, H., Anderson, R. C. & Zhang, H. (1995). Incidental learning of word meanings while reading: A Chinese and American cross-cultural study. Reading Research Quarterly, 39, 7694.Google Scholar
Shu, H., Chen, X., Anderson, R. C., Wu, N. & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74, 2747.Google Scholar
Shu, H., McBride-Chang, C., Wu, S. & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122133.Google Scholar
Shu, H., Peng, H. & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11, 171181.Google Scholar
Siok, W. T. & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886899.Google Scholar
Stevenson, H. W., Stigler, J. W., Lucker, G. W., Hsu, C. & Kitamura, S. (1982). Reading disabilities: The case of Chinese, Japanese, and English. Child Development, 53, 11641181.Google Scholar
Suen, C.-Y. (1986). Computational studies of the most frequent Chinese words and sounds. Singapore: World Scientific.Google Scholar
Sun, H. L., Huang, J. P., Sun, D. J., Li, D. J. & Xing, H. B. (1997). Introduction to language corpus system of modern Chinese study. In Hu, M. Y. (Ed.), Paper collection for the 5th World Chinese Teaching Symposium (pp. 459466). Beijing: Peking University Publisher.Google Scholar
Taylor, I. & Taylor, M. M. (1995). Writing and literacy in Chinese, Korean and Japanese. Amsterdam: John Benjamins.Google Scholar
Tong, X. & McBride-Chang, C. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing, 23, 293310.Google Scholar
Tong, X., McBride-Chang, C., Shu, H. & Wong, A. M.-Y. (2009). Morphological awareness, orthographic knowledge and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13, 426452.Google Scholar
Treiman, R. & Zukowski, A. (1991). Levels of phonological awareness. In Brady, S. A. & Shankweiler, D. P. (Eds.), Phonological processing in literacy: A tribute to Isabelle Y. Liberman (pp. 6783). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Wang, M., Cheng, C. & Chen, S. (2006). Contribution of morphological awareness to Chinese–English biliteracy acquisition. Journal of Educational Psychology, 98, 542553.Google Scholar
Wang, X., Georgiou, G. K., Das, J. P. & Li, Q. (2012). Cognitive processing skills and developmental dyslexia in Chinese. Journal of Learning Disabilities, 45, 526537.Google Scholar
Wang, M., Perfetti, C. A. & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 6788.Google Scholar
Wu, X., Li, W. & Anderson, R. C. (1999). Reading instruction in China. Journal of Curriculum Studies, 31, 571586.Google Scholar
Xu, Y. (1999). Effects of tone and focus on the formation and alignment of f0 contours. Journal of Phonetics, 27, 55105.Google Scholar
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H. & Wong, Y.-K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 5566.Google Scholar
Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O. & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15, 285313.Google Scholar
Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H. & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 12451277.Google Scholar
Yin, B. (1984). A quantitative research of Chinese morphemes. Zhongguo Yuwen, 5, 338347.Google Scholar
Yuan, Y. (1989). Hanyu Fangyan Gaiyao [Outline of Chinese dialets], 2nd edn. Beijing: Wenzi Gaige Chubanshe.Google Scholar
Yuan, C. & Huang, C. (1998). The study of Chinese morphemes and word formation based on the morpheme data bank. Applied Linguistics, 3, 8388.Google Scholar
Zhang, J., McBride-Chang, C., Tong, X., Anita, M.-Y., Shu, H. & Fong, C. Y.-C. (2012). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension. Reading and Writing, 25, 21832203.Google Scholar
Zhang, J., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Shu, H. & Zhang, Y. (2014). Longitudinal correlates of reading comprehension difficulties in Chinese children. Reading and Writing, 27, 481501. DOI: 10.1007/s11145-013-9453-4.Google Scholar
Zhou, Y.-L., McBride-Chang, C., Fong, C. Y.-C., Wong, T. T.-Y. & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners. Early Education and Development, 23, 475492.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×