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Catherine McBride-Chang
The Chinese University of Hong Kong
Developmental psychologyPsychologyVocabularyPhonological awarenessLinguistics
174Publications
56H-index
9,486Citations
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Publications 171
Newest
#1Phil D. LiuH-Index: 4
Last. Anita M.-Y. WongH-Index: 18
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#1Jo Ann M. FarverH-Index: 34
#2R. Malatesha JoshiH-Index: 21
Last. Catherine McBride-ChangH-Index: 56
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1. An ecological approach to reading development 2. The development of phonological processing and language for reading 3. Building blocks of reading 4. The role of morphological awareness in learning to read 5. Visual and orthographic skills in reading and writing 6. Writing: Spelling and higher-order processes 7. Approaches to teaching reading 8. Dyslexia 9. Bilingualism and literacy 10. Reading comprehension
#1Xiuli Tong (HKU: University of Hong Kong)H-Index: 14
#2Xiuhong Tong (CUHK: The Chinese University of Hong Kong)H-Index: 9
Last. Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
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Lexical tone is one of the most prominent features in the phonological representation of words in Chinese. However, little, if any, research to date has directly evaluated how young Chinese children’s lexical tone identification skills contribute to vocabulary acquisition and character recognition. The present study distinguished lexical tones from segmental phonological awareness and morphological awareness in order to estimate the unique contribution of lexical tone in early vocabulary acquisi...
14 CitationsSource
#1Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
#2Xiuhong Tong (CUHK: The Chinese University of Hong Kong)H-Index: 9
Last. Jianhong Mo (CUHK: The Chinese University of Hong Kong)H-Index: 1
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4 CitationsSource
#1Xiuli Tong (HKU: University of Hong Kong)H-Index: 14
#2Xiuhong Tong (CUHK: The Chinese University of Hong Kong)H-Index: 9
Last. Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
view all 3 authors...
This study investigated the rate of school-aged Chinese–English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading English. The prevalence of poor English readers among children identified to be poor in Chinese word recognition across the five participating schools ...
18 CitationsSource
#1Sum Kwing Cheung (CUHK: The Chinese University of Hong Kong)H-Index: 4
#2Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
Not all parents are skilled in scaffolding their young children’s numeracy learning. The present study investigated the effectiveness of a parent training program in promoting Filipino young children’s number sense via card game playing at home. Participants were 161 young children and their parents; families were of a relatively low socioeconomic status. During the 10-week intervention period, parents in the experimental group received training on how to use number game cards to help their chil...
3 CitationsSource
#1Shuang Song (BNU: Beijing Normal University)H-Index: 5
#2Mengmeng Su (BNU: Beijing Normal University)H-Index: 7
Last. Hua Shu (BNU: Beijing Normal University)H-Index: 41
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In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills,...
38 CitationsSource
#1Xiuli Tong (HKU: University of Hong Kong)H-Index: 14
#2Silvia S. H. LamH-Index: 7
Last. Catherine McBride-ChangH-Index: 56
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Literacy is a multilevel construct comprising word reading, spelling, and text reading comprehension. Understanding the key linguistic and cognitive factors that support word reading, spelling, and text reading comprehension is fundamentally important to elucidate the detailed nature of literacy acquisition. While most contemporary models of literacy acquisition are developed on the basis of English and other alphabetic writing systems, little attention has been paid to nonalphabetic writing sys...
1 CitationsSource
#1Duo Liu (EUHK: Hong Kong Institute of Education)H-Index: 5
#2Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
In the present study, we explored the characteristics of morphological structure processing during word recognition among third grade Chinese children and its possible relationship with Chinese character reading. By using the modified priming lexical decision paradigm, a significant morphological structure priming effect was found in the subject analysis when reaction time difference was considered as dependent variable. In the regression analyses, the children’s implicit morphological structure...
5 CitationsSource
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