PS Yeung

TL;DR: A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed and suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling.

TL;DR: The authors examined the relationship between reading related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension among Chinese fourth graders in Hong Kong.

TL;DR: It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.

TL;DR: This article examined the longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students.

TL;DR: This paper examined the role of syntactic skills for reading comprehension in Chinese and found that syntactic skill, in terms of word order, connective usage, and knowledge of morphosyntactic structure, significantly predicted sentence reading comprehension.