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Executive functioning skills uniquely predict Chinese word reading.
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Behavioral inhibition and behavioral activation in young children: Relations with self‐regulation and adaptation to preschool in children attending Head Start
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Cognitive profiles of chinese adolescents with dyslexia
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Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation
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The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
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Effects of fluency, oral language, and executive function on reading comprehension performance
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Phonological awareness and visual skills in learning to read Chinese and English
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The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test
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The effect of first written language on the acquisition of English literacy
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Executive functioning in children, and its relations with reasoning, reading, and arithmetic
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Age-related change in executive function: Developmental trends and a latent variable analysis
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Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
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Mother–child joint writing in low SES
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Phonological skills are important in learning to read Chinese.
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The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.
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Developmental issues in Chinese children's character acquisition.
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What is phonological awareness?
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Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.
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Morphological awareness uniquely predicts young children's Chinese character recognition.
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Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.
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The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
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Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.
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What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
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Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.
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Long-term working memory.
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The Perception of Lexical Tone Contrasts in Cantonese Children With and Without Specific Language Impairment (SLI)
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A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners
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Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition
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Factors responsible for performance on the day–night task: response set or semantics?
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Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?
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Comprehensive Test of Phonological Processing
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Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Associations between Home Literacy Environment and Chinese Language and Literacy Skills: The Moderating Role of Family Ses
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Executive functions in Chinese kindergarten children with early reading problems
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Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder
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Chinese word reading advantage in musically trained children: the role of segmental phonological awareness but not tone awareness
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The developmental dyslexia scale for standard mandarin: A study among early primary students
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Working memory impairment and its associated sleep-related respiratory parameters in children with obstructive sleep apnea
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The processing of multiword expressions in children and adults: An eye-tracking study of Chinese
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Erstsprachliche Leistungsentwicklung im Immersionsunterricht: Vorteile trotz Unterrichts in einer Fremdsprache?
inferred← citeshttps://doi.org/10.1037/a0035984openalex-snapshot
Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance.
inferred← citeshttps://doi.org/10.1037/a0037493openalex-snapshot
Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.
inferred← citeshttps://doi.org/10.1037/dev0000627openalex-snapshot
Changes in genetic and environmental influences on cognitive ability, executive function, and preacademic skills in Japanese preschool age twins.
inferred← citeshttps://doi.org/10.1037/edu0000216openalex-snapshot
Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis.
inferred← citeshttps://doi.org/10.1038/s41598-022-16729-8openalex-snapshot
Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia
inferred← citeshttps://doi.org/10.1044/2025_jslhr-25-00133openalex-snapshot
Strings Versus Keys: A Comparison of Violinists, Pianists, and Nonmusicians in Lexical Tone Perception and Tone Word Learning
inferred← citeshttps://doi.org/10.1080/00221309.2020.1771675openalex-snapshot
Inhibitory control is associated with the activation of output-driven competitors in a spoken word recognition task
inferred← citeshttps://doi.org/10.1080/01443410.2016.1179264openalex-snapshot
How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children
inferred← citeshttps://doi.org/10.1080/01443410.2018.1546831openalex-snapshot
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children
inferred← citeshttps://doi.org/10.1080/01443410.2020.1716953openalex-snapshot
The role of orthographic flexibility in Chinese word reading among kindergarten children
inferred← citeshttps://doi.org/10.1080/01443410.2022.2060497openalex-snapshot
Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence
inferred← citeshttps://doi.org/10.1080/03004279.2021.1958894openalex-snapshot
How socioeconomic status, verbal memory, rapid naming and receptive language contribute to phonological awareness in Turkish preschool children
inferred← citeshttps://doi.org/10.1080/03004430.2023.2231659openalex-snapshot
Maternal cognitive mind-mindedness and maternal time as predictors of inhibitory control in toddlerhood
inferred← citeshttps://doi.org/10.1080/09297049.2022.2098941openalex-snapshot
Inhibitory control as a significant predictor of academic performance in Chinese high schoolers
inferred← citeshttps://doi.org/10.1080/10409289.2021.1891803openalex-snapshot
The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families
inferred← citeshttps://doi.org/10.1080/10409289.2021.1912549openalex-snapshot
Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children
inferred← citeshttps://doi.org/10.1080/10409289.2021.1979836openalex-snapshot
Linking Social-Emotional Competence to Behavioral and Academic Adjustment among Chinese Kindergarten Children: A Multilevel Approach
inferred← citeshttps://doi.org/10.1080/10409289.2023.2172673openalex-snapshot
“Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress
inferred← citeshttps://doi.org/10.1080/10409289.2025.2577954openalex-snapshot
Metalinguistic Skills Were Uniquely Linked to Chinese Word Reading and Writing Among First and Second Language Learners
inferred← citeshttps://doi.org/10.1080/13854046.2023.2216923openalex-snapshot
Performance-based neuropsychological assessment tools for executive function among preschoolers in China: A systematic review
inferred← citeshttps://doi.org/10.1080/17586801.2018.1481902openalex-snapshot
Delayed copying is uniquely related to dictation in bilingual Cantonese–English-speaking children in Hong Kong
inferred← citeshttps://doi.org/10.1111/1467-9817.12046openalex-snapshot
The role of SES in Chinese (L1) and English (L2) word reading in Chinese‐speaking kindergarteners
inferred← citeshttps://doi.org/10.1111/1467-9817.12302openalex-snapshot
Executive functioning and word reading in Hong Kong Chinese children: A 1‐year longitudinal perspective
inferred← citeshttps://doi.org/10.1111/1467-9817.12333openalex-snapshot
The relationship between paired associate learning and Chinese word reading in kindergarten children
inferred← citeshttps://doi.org/10.1111/1467-9817.12464openalex-snapshot
Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders
inferred← citeshttps://doi.org/10.1111/bjep.12207openalex-snapshot
The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension
inferred← citeshttps://doi.org/10.1111/desc.12039openalex-snapshot
Cultural differences in the development of processing speed
inferred← citeshttps://doi.org/10.1111/desc.13065openalex-snapshot
Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training
inferred← citeshttps://doi.org/10.1111/desc.13396openalex-snapshot
From terrible twos to sassy sixes: The development of vocabulary and executive functioning across early childhood
inferred← citeshttps://doi.org/10.1111/ejn.16152openalex-snapshot
Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren
inferred← citeshttps://doi.org/10.1111/lang.12515openalex-snapshot
Cognitive–Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners
inferred← citeshttps://doi.org/10.1111/lang.70004openalex-snapshot
Socioeconomic Account of Reading Abilities in Learning Chinese as a First Language and English as a Second Language
inferred← citeshttps://doi.org/10.1111/ldrp.12275openalex-snapshot
What Predicts First‐ and Second‐Language Difficulties? Testing Language and Executive Functioning Skills as Correlates
inferred← citeshttps://doi.org/10.1111/mbe.12100openalex-snapshot
Conceptualization and Operationalization of Executive Function
inferred← citeshttps://doi.org/10.1111/sjop.12907openalex-snapshot
Executive functions are important for academic achievement, but emotional intelligence too
inferred← citeshttps://doi.org/10.1177/0022219417724817openalex-snapshot
Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children
inferred← citeshttps://doi.org/10.1177/0022219420908239openalex-snapshot
Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
inferred← citeshttps://doi.org/10.1177/0022219420979959openalex-snapshot
A Model of Chinese Spelling Development in Hong Kong Kindergarteners
inferred← citeshttps://doi.org/10.1177/00222194231207549openalex-snapshot
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition
inferred← citeshttps://doi.org/10.1177/0165025414538558openalex-snapshot
Inhibitory control in preschool predicts early math skills in first grade
inferred← citeshttps://doi.org/10.1177/09388982261488879openalex-snapshot
How Spatial Skills Predict Language and Reading Outcomes in Chinese-Speaking Preschoolers With Familial Risk for Dyslexia
inferred← citeshttps://doi.org/10.1177/1468798419846205openalex-snapshot
Preschoolers’ knowledge of Chinese characters: From radical awareness to character recognition
inferred← citeshttps://doi.org/10.14746/ssllt.36000openalex-snapshot
The effect of executive functions on word reading among students with Chinese as a second language (CSL)
inferred← citeshttps://doi.org/10.26686/wgtn.12891059openalex-snapshot
Multi-word expression processing in children: An eye-tracking study
inferred← citeshttps://doi.org/10.26686/wgtn.12891059.v1openalex-snapshot
Multi-word expression processing in children: An eye-tracking study
inferred← citeshttps://doi.org/10.26686/wgtn.14825790openalex-snapshot
How Does Modification Affect the Processing of Formulaic Language? Evidence from L1 and L2 Speakers of Chinese
inferred← citeshttps://doi.org/10.26686/wgtn.14825790.v1openalex-snapshot
How Does Modification Affect the Processing of Formulaic Language? Evidence from L1 and L2 Speakers of Chinese
inferred← citeshttps://doi.org/10.3102/0034654314561338openalex-snapshot
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement
inferred← citeshttps://doi.org/10.3389/fpsyg.2015.00802openalex-snapshot
The relationship between the development of response inhibition and intelligence in preschool children
inferred← citeshttps://doi.org/10.3389/fpsyg.2018.01063openalex-snapshot
Parental Warmth and Hostility and Child Executive Function Problems: A Longitudinal Study of Chinese Families
inferred← citeshttps://doi.org/10.3389/fpsyg.2018.02510openalex-snapshot
Evaluating the Effects of Metalinguistic and Working Memory Training on Reading Fluency in Chinese and English: A Randomized Controlled Trial
inferred← citeshttps://doi.org/10.3389/fpsyg.2018.02670openalex-snapshot
Contributions of Basic Cognitive Processing to Chinese Reading: The Mediation Effect of Basic Language Processing
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1563491openalex-snapshot
Comparing the phonological, musical, and general cognitive profiles of early-emerging poor, average, and good readers of Chinese
inferred← citeshttps://doi.org/10.3390/bs13100824openalex-snapshot
Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement
inferred← citeshttps://doi.org/10.3390/children11101245openalex-snapshot
The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents
inferred← citeshttps://doi.org/10.3390/children9121949openalex-snapshot
The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities
inferred← citeshttps://doi.org/10.3390/educsci16030449openalex-snapshot
Integrating Theoretical Perspectives: A Narrative Review of How Music Training Enhances Word Reading
inferred← citeshttps://doi.org/10.5723/kjcs.2017.38.2.17openalex-snapshot
Current Research Trends on Executive Function in Children
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
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