45-66。
〔Hu, C. F. (2008). The relationship between morphological and
phonological awareness in Chinese -speaking children. Journal of Chinese Language Teaching , 5, 45–66.〕
黃秀霜(2001):中文認字量表施測手冊。台北:心理出版社。
〔Huang, H. S. (2001). Graded Chinese character recognition test. Taipei:
Psychological Publishing Co., Ltd.〕
鍾榮富(2009):對比分析與華語教學。台北:正中書局。
〔Chung, R. F. (2009). Contrastive Analysis and Teaching Chinese as a Second Language. Taipei: Cheng Chung Book Company.〕
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–177.
Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.
Bus, A. G.; van IJzendoorn, M. H. (1999). Phonological awareness and early reading:
A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–414.
Campbell, R., & Sais, E. (1995). Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61–68.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L.
B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–
209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphological complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177–195.
Chao, Y. R. (1976). Aspects of Chinese sociolinguistics. Stanford, CA: Stanford University Press.
Cheng, Y. L. (2011). Does increased L2 proficiency affect L1 speech production?
Language, Literary Studies and International Studies: An International Journal, 8, 33–52.
Chow, B. W. Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergartners learning to read English as a second language. Journal of Educational Psychology, 97, 81–87.
Chung, W. L., & Hu, C. F. (2007). Morphological awareness and learning to read Chinese. Reading and Writing, 20, 441–461.
Clark, E. V. (1981). Lexical innovations: How children learn to create new words. In W. Deutsch (Ed.), The child’s construction of language (pp. 299–328 ).
London: Academic Press.
Clark, E.V., Gelman, S. A., & Lane, N. M. (1985). Compound nouns and category structure in young children. Child Development, 56, 84–94.
Coltheart, V., Laxon,V., Rickard, M., & Elton, C. (1988). Phonological recoding in reading for meaning by adults and children. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 14, 387–397.
Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just "more phonological?" The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238.
Durgunoğlu, A. Y., Nagy, W. E., & Hancinbhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
Ehri, L. C. (1992). How do beginners use their memory to read words in an alphabetic system. International Journal of Psychology, 27, 565–565.
Flege, J. E., & Fletcher, K. L., (1992). Talker and listener effects on degree of perceived foreign accent. Journal of Acoustical Society of America, 91, 370–
389.
Goswami, U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart (2002). Journal of Experimental Child Psychology, 82, 47–57.
Ho, C. S. H., & Bryant, P. (1997). Development of phonological awareness of Chinese children in Hong Kong. Journal of Psycholinguistic Research, 26, 109–126.
Hoover, H. D., Dunbar, S. B., & Frisbie, D. A. (2001). Iowa Test of Basic Skills:
Form A. Itasca, IL: Riverside.
Hu, C. F. (2008a). Rate of acquiring and processing L2 color words in relation to L1 phonological awareness. Modern Language Journal, 92, 39–52.
Hu, C. F. (2008b). Use orthography in L2 auditory word learning: Who benefits?
Reading and Writing: An Interdisciplinary Journal, 21, 823–841
Hu, C. F. (2010). Phonological bases for L2 morphological learning. Journal of Psycholinguistic Research, 39, 305–322.
Hu, C. F. (2013). Predictors of reading in children with Chinese as a first Language:
A developmental and cross-linguistic perspective. Reading and Writing: An Interdisciplinary Journal, 26, 163–187.
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 , 55–
79.
Kuo, L. J., & Anderson, R. C. (2010). Beyond cross-language transfer:
Reconceptualizing the impact of early bilingualism on phonological awareness.
Scientific Studies of Reading, 14, 365–385.
Kuo, L. J., & Anderson, R. C. (2012). Effects of early bilingualism on learning phonological regularities in a new language. Journal of Experimental Child Psychology, 111, 455–467.
Ku, Y.-M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399–422.
Luo, Y., Chen, X., Deacon, S. H., & Li, H. (2011). Development of Chinese orthographic processing: A cross-cultural perspective. Writing System Research, 3, 69–86.
Leong, C. K., Cheng, P. W., & Tan, L. H. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing: An Interdisciplinary Journal, 18, 1–26.
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of
Educational Psychology, 102, 62–73.
Luo, Y., Chen, X., Deacon, S. H., & Li, H. (2011). Development of Chinese orthographic processing: A cross-cultural perspective. Writing System Research, 3, 69–86.
Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191–218.
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: An Interdisciplinary Journal, 19, 695–716.
McBride-Chang, C., & Kail, R. V. (2002). Cross-culture similarities in the predictors of reading acquisition. Child Development, 73, 1392–1407.
McBride-Chang, C., Shu, H., Zhou, A. B., Wat, C. P., & Wagner, R. K. (2003).
Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95, 743–751.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 370–396.
Newman, E. H., Tardif, T., Huang, J., & Shu, H., (2011). Phonemes matter: The role of phoneme-level awareness in emergent Chinese readers. Journal of
Experimental Child Psychology, 108, 242–59.
Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge, UK: Cambridge University Press.
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011).
Cross-language transfer of morphological awareness in Chinese-English bilinguals.
Journal of Research in Reading, 34, 23–42.
Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010). Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading. Reading and Writing: An Interdisciplinary Journal, 23, 337–
358.
Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32, 601–618.
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, 122–133.
Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11, 171–181.
Silvestri, S., & Silvestri, R. (1977). A developmental analysis of the acquisition of compound words. Language, Speech, and Hearing Services in the Schools, 8, 217–221.
Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and
Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886–899.
Tyler, A., & Nagy, W. (1989). The acquisition of English derivational morphology.
Journal of Memory and Language, 28, 649–667.
Wan, I. P. (2002). Alignments of prenuclear glides in Mandarin. Taipei: Crane Publishing.
Wan, I. P. (2006) A psycholinguistic study of postnuclear glides and coda nasals in Mandarin. Journal of Language and Linguistics, 5.2, 158–176.
Wang, M., Cheng, C. X., & Chen, S. W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98, 542–553.
Wang, M., Yang, C., & Cheng, C. (2009). The contribution of phonology, orthography, and morphology in Chinese–English biliteracy acquisition.
Applied Psycholinguistics, 30, 291–314.
Wagner, R. K., & Torgesen, J. K.. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.