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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Morphological processing in Chinese engages left temporal regions Ip, Ka I; Marks, Rebecca A.; Hsu, Lucy Shih-Ju... In: Brain Lang (2019) BASE Show details 2 Brain bases of morphological processing in Chineseâ English bilingual children Ip, Ka I; Hsu, Lucy Shih‐ju; Arredondo, Maria M.. - : John Wiley & Sons, 2017 BASE Show details 3 Brain Bases of Morphological Processing in Chinese-English Bilingual Children Ip, Ka I; Hsu, Lucy Shih-Ju; Arredondo, Maria M.. - 2016 BASE Show details 4 The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US van der Velde Kremin, Lena; Arredondo, Maria Mercedes; Hsu, Lucy Shih Ju. - 2016 BASE Show details 5 Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English Hsu, Lucy Shih-Ju; Ip, Ka I; Arredondo, Maria M.; Tardif, Twila; Kovelman, Ioulia. - 2016 Abstract: The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6–12, N=134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read. Keyword: Article URL: https://doi.org/10.1080/13670050.2016.1246515 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6349242/ BASE Hide details

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