@article{PanKongSongetal.2017,
  author    = {Pan, Jinger and Kong, Yan and Song, Shuang and McBride, Catherine and Liu, Hongyun and Shu, Hua},
  title     = {Socioeconomic status, parent report of children's early language skills, and late literacy skills},
  series = {Reading and writing : an interdisciplinary journal},
  volume    = {30},
  journal   = {Reading and writing : an interdisciplinary journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0922-4777},
  doi       = {10.1007/s11145-016-9682-4},
  pages     = {401 -- 416},
  year      = {2017},
  abstract  = {Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children's family socioeconomic status (SES), children's early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children's early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children's early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children's early language skills are useful for predicting children's subsequent reading achievement.},
  language  = {en}
}
@article{ZhouShuMilleretal.2017,
  author    = {Zhou, Wei and Shu, Hua and Miller, Kevin and Yan, Ming},
  title     = {Reliance on orthography and phonology in reading of Chinese},
  series = {Journal of research in reading : a journal of the United Kingdom Reading Association},
  volume    = {41},
  journal   = {Journal of research in reading : a journal of the United Kingdom Reading Association},
  number    = {2},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0141-0423},
  doi       = {10.1111/1467-9817.12111},
  pages     = {370 -- 391},
  year      = {2017},
  abstract  = {BackgroundDisruptions of reading processes due to text substitutions can measure how readers use lexical information. MethodsWith eye-movement recording, children and adults viewed sentences with either identical, orthographically similar, homophonic or unrelated substitutions of the first characters in target words. To the extent that readers rely on orthographic or phonological cues, substitutions that contain such cues should cause less disruption reading than do unrelated substitutions. ResultsOn pretarget words, there was a reliable reduction in gaze duration due to homophonic substitution only for children. On target words, we observed reliable recovery effects due to orthographic similarity for adults. On post-target words, adults had better orthographic-based and phonological-based recovery abilities than children. ConclusionsThe combination of eye movement recording and the error detection paradigm offers a novel implicit paradigm for studying reading development: during sentence reading, beginning readers of Chinese may rely on phonological mediation, while skilled readers have more direct access to semantics from orthography.},
  language  = {en}
}