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Bruck, M. and Waters, G.S. (1990) An Analysis of the Component Spelling and Reading Skills of Good Readers—Good Spellers, Good Readers—Poor Spellers, and Poor Readers—Poor Spellers. In: Carr, T.H. and Levy, B.A., Eds., Reading and Its Development, Academic Press, San Diego, 161-206.

has been cited by the following article:

• TITLE: English Vocabulary Teaching from a Cognitive Perspective

  AUTHORS: Yun Chang, Bingyu Li, Junqing Lu

  KEYWORDS: Vocabulary Learning, Phonological Awareness, Morphological Awareness

  JOURNAL NAME: Open Access Library Journal, Vol.8 No.9, September 7, 2021

  ABSTRACT: As a higher cognitive function of the human brain, language development is inextricably linked to brain cognition. Cognitive research provides a theoretical basis and methodology for language development and learning. Three meta-linguistic cognitive factors, phonological-orthographic and morphological awareness, are effective predictor variables and important influencing factors for vocabulary learning and further literacy development. A view of vocabulary learning based on cognitive linguistic theory can effectively change English teaching practice.