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Title of Document: “Does Writing System Influence the Associations Between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis.” Name of Authors: Yufang Ruan Beijing Normal University George K. Georgiou University of Alberta Shuang Song, Yixun Li, and Hua Shu Beijing Normal University Date of Electronic Publication : This article was published Online First June 12, 2017. Previous Publication: The role of morphological processes in literacy learning AUTHORS: George Manolitsis , George Georgiou , Ioannis Grigorakis Longitudinal study of Chinese children's reading development AUTHORS: Mengmeng Su , Jingjing Zhao , Michel Thiebaut de Schotten Network Address or URL APA STYLE Phonology, orthography, and semantics are three of the major lexical constituents that contribute to reading development (e.g., Kamhi & Catts, 2012; Perfetti, Liu, & Tan, 2005). Connectionist models of reading (see e.g., Plaut, McClelland, Seidenberg, & Patterson, 1996; Seidenberg & McClelland, 1989)
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