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Xi Chen
Ontario Institute for Studies in Education
PsychologyVocabularyPhonological awarenessLinguisticsLiteracy
84Publications
24H-index
1,798Citations
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Publications 90
Newest
#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)
Last. Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
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The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g....
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#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Kathleen Hipfner-Boucher (OISE/UT: Ontario Institute for Studies in Education)H-Index: 6
Last. Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
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Aims and objectives/purpose/research questions:We explored the advantage of bilingualism and the effect of linguistic proximity on the acquisition of determiner-noun agreement, an aspect of inflect...
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#1Yixun Li (BNU: Beijing Normal University)H-Index: 1
#2Xi Chen (U of T: University of Toronto)H-Index: 24
Last. Heikki Lyytinen (University of Jyväskylä)H-Index: 56
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Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171-181) and character reading (e.g., Lin et al., Psychological Science, 2010, 21, 1117-1122) in Chinese children. In the present study, we provided a 3-week Pinyin intervention with a computer-based Pinyin GraphoGame to disadvantaged migrant children with poor Pinyin skills. A total o...
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#1Xi Chen (UIUC: University of Illinois at Urbana–Champaign)H-Index: 24
#2Ethan M. McCormick (UNC: University of North Carolina at Chapel Hill)H-Index: 5
Last. Eva H. Telzer (UNC: University of North Carolina at Chapel Hill)H-Index: 33
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Guided by Eisenberg, Cumberland, and Spinrad's (1998) conceptual framework, we examined multiple components of maternal emotion socialization (i.e., reactions to children's negative emotion, emotion talk, emotional expressiveness) at 33 months of age as predictors of adolescents' amygdala-vmPFC connectivity and amygdala activation when labeling and passively observing angry and happy faces. For angry faces, more positive maternal emotion socialization behaviors predicted (a) less positive amygda...
2 CitationsSource
#2Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
Last. Xi ChenH-Index: 24
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This study examined overlap and correlates of poor reading comprehension in English and French for children in early French immersion. Poor comprehenders were identified in grade 3 in English and French using a regression method to predict reading comprehension scores from age, nonverbal reasoning, word reading accuracy, and word reading fluency. Three groups of poor comprehenders were identified: 10 poor comprehenders in English and French, 11 poor comprehenders in English, and 10 poor comprehe...
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#1Klaudia Krenca (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Eliane Segers (Radboud University Nijmegen)H-Index: 21
Last. Ludo Verhoeven (Radboud University Nijmegen)H-Index: 44
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The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary size predicts word reading via its impact on phonological awareness within and across languages in 62 emerging English (L1) and French (L2) Grade 1 children (M = 75.69 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which chi...
1 CitationsSource
#1Poh Wee Koh (A&M: Texas A&M University)H-Index: 3
#2Yu-Min Ku (NCU: National Central University)H-Index: 7
Last. Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
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How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and 2. Participants completed six written measures designed to assess breadth and depth of vocabulary knowledge in receptive or expressive formats. Three h...
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#2Poh Wee KohH-Index: 3
Last. Xi ChenH-Index: 24
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#1Katie Lam (U of T: University of Toronto)
#2Xi Chen (U of T: University of Toronto)H-Index: 24
Last. S. Hélène Deacon (Dal: Dalhousie University)H-Index: 25
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#1Duo Liu (HKU: University of Hong Kong)H-Index: 5
#2Xi Chen (U of T: University of Toronto)H-Index: 24
The present study explored the mediating effect of word detection on the relationship between visual-spatial attention and reading comprehension in Chinese. The participants included 287 Hong Kong Chinese children (167 third graders, 84 girls, mean age = 8.73, SD = .49, and 120 fourth graders, 45 girls, mean age = 9.93, SD = .51). Using structural equation modelling, we found a significant direct effect of visual search on reading comprehension, after age, non-verbal IQ, and Chinese character re...
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