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  1.  43
    Alphabetic and Nonalphabetic L1 Effects in English Word Identification: A Comparison of Korean and Chinese English L2 Learners. [REVIEW]Min Wang, Keiko Koda & Charles A. Perfetti - 2003 - Cognition 87 (2):129-149.
    Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese students with a (...)
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  2. Linda B. Smith, Susan S. Jones, Hanako Yoshida and Eliana Colunga (Indiana University) Whose Dam Account? Attentional Learning Explains Booth and Waxman, 209–213.Sarah Hulme, Peter Mitchell, David Wood, Michele Miozzo, Min Wang, Keiko Koda, Charles A. Perfetti, James R. Brockmole, Ranxiao Frances Wang & Jeffrey Lidz - 2003 - Cognition 87:237-239.
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  3. Alphabetic and Nonalphabetic L1 Effects in English Word Identification: Lexical and Visual-Orthographic Processes.Min Wang, Keiko Koda & Charles A. Perfetti - 2003 - Cognition 87 (2):129-49.
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    Language and Writing Systems Are Both Important in Learning to Read: A Reply to Yamada.Min Wang, Keiko Koda & Charles A. Perfetti - 2004 - Cognition 93 (2):133-137.
  5. An L1-Script-Transfer-Effect Fallacy. Discussion. Authors' Replies.Jun Yamada, Min Wang, Keiko Koda, Charles A. Perfetti, Michael Tomasello, Nameera Akhtar, Maureen Callanan, Geoffrey K. Pullum, Barbara C. Scholz & Terry Regier - 2004 - Cognition 93 (2):127-165.
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