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S.、Wade-Woolley, L.(2001)。Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing。Journal of Educational Psychology，93(3)，530-542。 | | 23. | Grant, A.、Gottardo, A.、Geva, E.(2011)。How is language acquisition background related to the development of reading comprehension in students learning to speak English as a second language?。Learning Disabilities: Research and Practice，26(2)，67-83。 | | 24. | Grant, A.、Gottardo, A.、Geva, E.(2012)。Measures of reading comprehension: do they measure different skills for children learning English as a second language?。Reading &Writing，25(8)，1899-1928。 | | 25. | Greenberg, D.、Wise, J. C.、Morris, R.、Fredrick, L. D.、Rodrigo, V.、Nanda, A. O.、Pae, H. K.(2011)。A randomized control study of instructional approaches for struggling adult readers。Journal of Research on Educational effectiveness，4(2)，101-117。 | | 26. | Hall, R.、Greenberg, D.、Laures-Gore, J.、Pae, H. K.(2014)。The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers。Journal of Research in Reading，37(S1)，87-100。 | | 27. | Hulme, C.、Bowyer-Crane, C.、Carroll, J. M.、Duff, F. J.、Snowling, M. J.(2012)。The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses。Psychological Science，23(6)，572-577。 | | 28. | Hummel, K. M.(2009)。Aptitude, phonological memory, and second language proficiency in nonnovice adult learners。Applied Psycholinguistics，30(2)，225-249。 | | 29. | Jean, M.、Geva, E.(2009)。The development of vocabulary in English as a second language children and its role in predicting word recognition ability。Applied Psycholinguistics，30，153-185。 | | 30. | Joshi, R. M.、Tao, S.、Aaron, P. G.、Quiroz, B.(2012)。Cognitive component of componential model of reading applied to different orthographies。Journal of Learning Disabilities，45(5)，480-486。 | | 31. | Keung, Y.-C.、Ho, C. S.-H.(2009)。Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children。Contemporary Educational Psychology，34(2)，103-112。 | | 32. | Li, T.、McBride-Chang, C.、Wong, A.、Shu, H.(2012)。Longitudinal predictors of spelling and reading comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese children。Journal of Educational Psychology，104(2)，286-301。 | | 33. | Lovett, M. W.、Lacerenza, L.、De Palma, M.、Frijters, J. C.(2012)。Evaluating the efficacy of remediation for struggling readers in high school。Journal of Learning Disabilities，45(2)，151-169。 | | 34. | McBride-Chang, C.、Liu, P. D.、Wong, T.、Wong, A. M.-Y.、Shu, H.(2012)。Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children。Journal of Learning Disabilities，45(6)，503-514。 | | 35. | McBride-Chang, C.、Shu, H.、Chan, W.、Wong, T.、Wong, A. 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A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language。Journal of Educational Psychology，103(4)，897-908。 | | 39. | Pasquarella, A.、Gottardo, A.、Grant, A.(2012)。Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language。Scientific Studies of Reading，16(6)，475-503。 | | 40. | Perfetti, C. A.、Cao, F.、Booth, J.(2013)。Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading。Scientific Studies of Reading，17(1)，5-21。 | | 41. | Tolchinsky, L.、Levin, I.、Aram, D.、McBride-Chang, C.(2012)。Building literacy in alphabetic, abjad and morphosyllabic systems。Reading and Writing，25(7)，1573-1598。 | | 42. | Torppa, M.、Georgiou, G.、Salmi, P.、Eklund, K.、Lyytnen, H.(2012)。Examining the double-deficit hypothesis in an orthographically consistent language。Scientific Studies of Reading，16(4)，287-315。 | | 43. | Tunmer, W. E.、Chapman, J. 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