Books

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

Papers

Kuo. L.-J., & Anderson, R.C. (2012). Effects of early bilingualism on learning phonological regularities in a new language. Journal of Experimental Child Psychology, 111(3), 455-467.

Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R.C. (2011). The development of young Chinese children's morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, Available on CJO 2011 doi: 10.1017/S0142716411000609.

Lin, T.-J., Anderson, R.C., Ku, Y.-M., Christianson, K, & Packard, J. (2011). Chinese children's concept of word. Writing Systems Research, 3(1), 41-57.

Yin, L., Li, W., Chen, X., Anderson, R.C., Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin knowledge in Chinese reading. Writing Systems Research, 3(1), 59-68.

Zhang, J., Anderson, R.C., Wang, Q., et al. (2011). Insight into the Structure of Compound Words among Speakers of Chinese and English. Applied Psycholinguistics, Available on CJO 2011 doi:10.1017/S0142716411000555.

Kuo. L.-J.,& Anderson, R.C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14(4), 365-385.

Wang, Q., & Anderson, R.C.(2010). An early reading intervention for an at-risk Chinese first grader. Literacy Teaching and Learning, 15(1-2), 81-108.

Zhang, J., Anderson, R.C., Hong, L., Dong, Q., Wu, X., & Zhang, Y.(2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23(3-4), 311-336.

Wu, X., Anderson, R.C., Li, W., et al. (2009). Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study. Scientific Studies of Reading, 13(1), 26-52.

Chen, X., Ku, Y.-M., Koyama, E., Anderson, R.C., & Li, W. (2008). Development of phonological awareness in bilingual Chinese children. Journal of Psycholinguistic Research, 37(6), 405-418.

Kuo. L.-J.,& Anderson, R.C. (2008). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In Koda, K. & Zehler, A. (Eds), Learning to Read Across Languages. Mahwah, NJ: Erlbaum, 39-67.

Li, Y., Anderson, R.C., & Zhu, J. (2008). Stages in Chinese children's reading of English words. Journal of Educational Psychology, 99(4), 852-866.

Wu, X., & Anderson, R.C.(2007). Reading strategies revealed in Chinese children’s oral reading. Literacy Teaching and Learning, 12(1), 47-72.

Anderson, R.C., & Li, W.(2006). A cross-language perspective on learning to read. In A. McKeough, L. Phillips, V. Timmons, & J.L. Lupart (Eds), Understanding Literacy Development, Mahwah, NJ: Lawrence Erlbaum Publishers, 65-94.

Kuo. L.-J.,& Anderson, R.C. (2006). Morphological awareness and learning to read: A perspective. Educational Psychologist, 41(3), 161-180.

Packard, J., Chen, X., Li, W., Gaffney, Li, H., & Anderson, R.C. (2006). Explicit instruction in morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457-487.

He, Y., Wang, Q., & Anderson, R.C. (2005). Chinese children’s use of subcharacter information about pronunciation. Journal of Educational Psychology, 97(4), 572-579.

Pak, A., Cheng-lai, A., Tso, I., Shu, H., Li, W., & Anderson, R.C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing: An Interdisciplinary Journal, 18(5), 437-454.

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, 96(1), 142-151.

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.

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

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

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.

Anderson, R.C., Gaffney, J., Wu, X., et al. (2002). Shared-Book reading in China. In W. Li, J. Gaffney, & J. Packard (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Boston: Kluwer Academic Publishers, 131-156.

Li, W., Anderson, R.C., Nagy, W. E., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J. Gaffney, & J. Packard (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Boston: Kluwer Academic Publishers, 87-106.

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 W. Li, J. Gaffney, & J. Packard (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Boston: Kluwer Academic Publishers, 59-86.

Wu, X., Anderson, R.C., Li, W., Chen, X., & Meng, X. (2002). Morphological instruction and teacher training. In W. Li, J. Gaffney, & J. Packard (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Boston: Kluwer Academic Publishers, 157-174.

Shu, H., Li, W., & Ku, Y. (2002). The role of home literacy environment in learning to read Chinese. In W. Li, J. Gaffney, & J. Packard (Eds), Chinese Language Acquisition: Theoretical Pedagogical Issues. Boston: Kluwer Academic Publishers, 207-224.

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).

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

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