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The learning to read Chinese group does research on the phonological and morphological awareness of Chinese children; Chinese children’s development of insight into the structure of Chinese characters, the influence of bilingualism on Chinese literacy; and factors that explain normal and delayed acquisition of Chinese literacy. Based on our research, we have designed and evaluated school interventions to improve literacy in China. Our international collaborative team is located at two sites: the Center for the Study of Reading at University of Illinois and the Department of Psychology at Beijing Normal University. The learning to read Chinese project is supported by the Spencer Foundation.
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