Books

Li, W., Gaffney, J. S., & Packard, J. L. (2002). Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues. Kluwer Academic Publishers.[contents]

Papers

Anderson, R. C., Ku, Y.-M., Li, W., Chen, X., Wu, X., & Shu, H. (submitted). Learning to see the patterns in Chinese characters.[Abstract]

Kuo. L.-J.,& Anderson, R.C. (2005). Morphological awareness and learning to read: A cross-language perspective. Center for the Study of Reading

Kuo. L.-J.,& Anderson, R.C. (in press). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In Koda, K. & Zehler, A. (Eds.), Learning to Read Across Languages. Mahwah, NJ: Erlbaum

Anderson, R. C., & Li, W. (2005). A cross-language perspective on learning to read. In A. McKeough & L. Phillips (Eds.), International Perspectives on Literacy. Hillsdale, NJ: Lawrence Erlbaum Associates.65-91.

Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H. (2004). Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology. vol (96) 1. 142-151.[Abstract]

Chen, X., Shu, H., Wu, N., & Anderson, R. C. (2003). Stages in learning to pronounce Chinese characters. Psychology in the Schools, 40, 115-124. [Abstract]

Gaffney, J., Anderson, R. C., Li, W., Wu, X., & Shu, H. (in preparation). Evaluation of a Shared Book reading program for Chinese first graders.

He, Y., Wang, Q., & Anderson, R. C. (in preparation). Chinese children’s use of subcharacter information about pronunciation. [Abstract]

Ku, Y.-M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An International Journal, 16, 399-422. [Abstract]

Li, W., Anderson, R., He, Y., Wang, Q., & Shu, H. (in preparation). Becoming literate in Chinese: What factors account for slow progress?

Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74(1), 27-47. [Abstract].

Liu, Y., Shu, H., & Xuan, Y. (2002). Research on sub-lexical process of radical on Chinese character recognition. Applied Psychology, 8(1), 3-7 (In Chinese).

Packard, J., Chen, X., Li, W., Gaffney, Li, H., & Anderson, R. C. (submitted). Explicit instruction in morphology helps Chinese children learn to write characters.[Abstract]

Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74, 27-47.[Abstract]

Yin, L., & Anderson, R. C. (in preparation). Phonological awareness and word reading in Chinese first graders studying English as a foreign language .

Anderson, R. C., Li, W., Ku, Y.-M., Shu, H., & Wu, N.-N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95(1), 52-57. [Abstract].

Chen, X., Shu, H., Wu, N., & Anderson, R. C. (2003). Stages in learning to pronounce Chinese characters. Psychology in the Schools. 40(1),115-124. [Abstract].

Wu, X., Li, H., Shu, H., Anderson, R. C., & Li, W. (2002). The role of pinyin in children’s shared book reading. Psychological Science, 25 (5), 548-551. (In Chinese).

Wu, X., Zhang, J., & Shu, H. (2002). The effect of pinyin in extracurricular reading. Psychological Development and Education, 18 (2), 49. (in Chinese).

Anderson, R. C., Gaffney, J. S., Wu, X., Wang, C. C, Li, W., Shu, H., Nagy, W. E.,& Ming, X. (2002). Shared-book reading in China. In Li, W, Gaffney, J. & Packard, J. (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Kluwer Academic Publishers. [Abstract].

Li, W., Anderson, R.C., Nagy, W. E., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In Li, W, Gaffney, J. & Packard, J. (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Kluwer Academic Publishers. [Abstract].

Shu, H., Li, W., & Ku, Y. (2002). The role of home literacy environment in learning to read Chinese. In Li, W, Gaffney, S. Janet & Packard, L. J. (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Kluwer Academic Publishers. [Abstract].

Wu, X., Anderson C. R., Li, W., Chen, X., & Meng, X. (2002). Morphological instruction and teacher training. In Li, W, Gaffney, S. Janet & Packard, L. J.(Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Kluwer Academic Publishers. [Abstract].

Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92 (1), 1-7. [Abstract].

Wu, X., Li, W., & Anderson, R. C. (1999). Reading instruction in China. Journal of Curriculum Studies, 31, 571-586. [Abstract].

Shu, H., & Anderson, R. C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In J. Wang, A Inhoff, & H. C. Chen (Eds.), Reading Chinese Script: A Cognitive Analysis. Hillsdale, NJ: Erlbaum. [Abstract].

Nagy, W. E., & Anderson, R. C. (1998). Metalinguistic awareness and the acquisition of literacy in different languages. In D. Wagner, R. Venezky, & B. Street (Eds.), Literacy: An International Handbook. Westminster, CO: Westview Press.

Nagy, W. E., Kuo-Kealoha, A., Wu, X., Li, W., Anderson, R.C., & Chen, X. (2002). The role of morphological awareness in learning to read Chinese. In Li, W, Gaffney, S. Janet & Packard, L. J. (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Kluwer Academic Publishers. [Abstract].

Ku, Y-M, Anderson, R. C. (2001). Chinese children's incidental learning of word meanings. Contemporary Educational Psychology. 26(2), 249-266. [Abstract].

Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78-89. [Abstract].