Anglin, J. M. (1993). Vocabulary development: A morphological analysis.
Monographs of the Society for Research in Child Development, 58(10), 1-186 doi:10.2307/1166112.
Baker, S. K., Simmons, D. C., Kame’enui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons, & E. J. Kame’enui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basicsp. (pp. 183-218). Mahwah, NJ: Erlbaum; doi:10.4324/9781410603579.
Bowey, J. A., Tunmer, W. E. (1984). Word awareness in children. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalinguistic awareness in children: Theory, research, and implications. (pp. 73-91). Berlin, Germany: Springer Verlag.
Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review.
Reading Research Quarterly, 45(4), 464-487 doi:10.1598/RRQ.45.4.5.
Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders.
Applied Psycholinguistics, 14(2), 177-195 doi:10.1017/S0142716400009541.
Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading.
Reading and Writing: An Interdisciplinary Journal, 22:615-631 doi:10.1007/s11145-008-9127-9.
Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy.
Developmental Psychology, 44(1), 233-244 doi:10.1037/0012-1649.44.1.233.
Eviatar, Z., & Ibrahim, R. (2000). Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children.
Applied Psycholinguistics, 21(4), 451-471 doi:10.1017/s0142716400004021.
Gombert, J. E. (1992). Metalinguistic development. Chicago, IL: University of Chicago Press.
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach(2nd ed.), New York: Guilford Press.
Jalongo, M. R. (2014). Early childhood language arts(6th ed.), Upper Saddle River, NJ: Pearson Education.
Lyster, S. A. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing: An Interdisciplinary Journal, 15:261-294.
McBride-Chang, C., Tardif, T., Cho, J. R., Shu, H., Fletcher, P., Stokes, S. F., Wong, A., & Leung, K. (2008). What’s in a word? Morphological awareness and vocabulary knowledge in three languages.
Applied Psycholinguistics, 29(3), 437-462 doi:10.1017/S014271640808020X.
Muscanto, I. (2019). The impact of Hanja-based syllables on Korean vocabulary learning.
The Korean Language in America, 22(2), 99-121 doi:10.5325/korelangamer.22.2.0099.
Nelson, K. (1988). Constraints on word learning.
Cognitive Development, 3(3), 221-246 doi:10.1016/0885-2014(88)90010-X.
Pratt, C., Grieve, R. (1984). The development of metalinguistic awareness: An introduction. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalinguistic awareness in children: Theory, research, and implications. (pp. 2-11). Berlin, Germany: Springer-Velag.
Ricciardelli, L. A. (1993). Two components of metalinguistic awareness: Control of linguistic processing and analysis of linguistic knowledge.
Applied Psycholinguistics, 14:349-367.
Rice, M. L. (1990). Preschoolers’ QUIL: Quick incidental learning of words. In G. Conti-Ramsden, & C. Snow (Eds.), Children’s language. (pp. 171-195). Hillsdale, NJ: Erlbaum.
Scott, J. A., Miller, T. F., Flinspach, S. L. (2012). Developing word consciousness: Lessons from highly diverse fourth-grade classrooms. In E. J. Kame’enui, & J. F. Baumann (Eds.), Vocabulary instruction: Research to practice(2nd ed, pp. 169-188). New York: Guilford Press.
Silverman, R. D., Hartranft, A. M. (2015). Developing vocabulary and oral language in young children. New York: Guilford Press.
Smith, C. L., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development.
Journal of Experimental Child Psychology, 34(3), 449-468 doi:10.1016/0022-0965(82)90071-6.
Stahl, K.A., Stahl, S. A. (2012). Young word wizards! Fostering vocabulary development in preschool and primary education. In E. J. Kame’enui, & J. F. Baumann (Eds.), Vocabulary instruction: Research to practice. (pp. 72-92). New York: Guilford Press.
Storkel, H. L. (2002). Restructuring of similarity neighbourhoods in the developing mental lexicon.
Journal of Child Language, 29:251-274 doi:10.1017/S0305000902005032.
Tunmer, W. E., Bowey, J. A., & Grieve, R. (1983). The development of young children’s awareness of the word as a unit of spoken language.
Journal of Psycholinguistic Research, 12:567-594 doi:10.1007/BF01067963.
White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24(3), 283-304 doi:10.2307/747771.
Baik, Y. J., Park, E. S., Shin, J. C., & Kim, H. (2007). Reading aloud of Chinese-derivative words and pure Korean words in aphasia with dyslexia. Communication Sciences and Disorders, 12(1), 95-107.
Jung, K.-H. (2014). Morphological awareness and reading ability of school-aged children from grades 1 to 3.
Communication Sciences and Disorders, 19(1), 21-30 doi:10.12963/csd.14113.
Jung, S. (2021). The effect of parent-child lexical interaction on preschoolers’ receptive vocabulary size: Word awareness and incidental word learning as mediators (Unpublished doctoral dissertation). Seoul National University, Seoul, Korea.
Jung, S., & Choi, N. (2020). Development and validation of Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P).
Family and Environment Research, 58(3), 429-445 doi:10.6115/fer.2020.031.
Kim, G. (2012). Relations between literacy and morphological awareness in kindergarten children (Unpublished master’s thesis). . Kyungnam University, Changwon, Korea.
Kim, Y., Hong, K., Kim, K., Jang, H., Lee, J. (2009). Receptive & Expressive Vocabulary Test (REVT) guidelines. Seoul: Seoul Community Rehabilitation Center.
Lee, J., Kim, S., Jung, J. (2009). Yeongyualeul wihan eoneogyoyug [영유아를 위한 언어교육]. Gyeonggi: Gongdongche.
Lee, J.-S., Shin, E.-S., Park, E.-H., Kim, Y.-T., Yu, Y.-E., Choi, I.-S., & You, H.-O. (2009). Development of Korean evidence: Base assessment for young children. Early Childhood Education Research & Review, 13(4), 269-290.
Lee, U. (2002). Pyojungugeodaesajeon yeongu bunseog [표준국어대사전 연구 분석](Report No. 2002-1-10. Seoul: National Institute of Korean Language.
Loong, P. (2014). A study on the correlation between Korean word type recognition ability and word recognition ability for multilingual Korean language beginners in Hong Kong. Bilingual Research, 55:409-433 doi:10.17296/korbil.2014.55.409.
Son, S. H., & Kim, M. S. (2012). The development and validity of the parent’s literacy interaction rating scale for preschool children.
Journal of the Korean Home Economics Association, 50(7), 109-116 doi:10.6115/khea.2012.50.7.109.
Yi, K. (2003). The effects of word types on word recognition in Korean. The Korean Journal of Experimental Psychology, 15(4), 479-498.