A5037671822- Reading and Literacy Development
- Cognitive and developmental aspects of mathematical skills
- Language Development and Disorders
- Writing and Handwriting Education
- Child Development and Digital Technology
- Spatial Cognition and Navigation
- Second Language Acquisition and Learning
- Neurobiology of Language and Bilingualism
- Child and Animal Learning Development
- Scientific Computing and Data Management
- Text Readability and Simplification
- EFL/ESL Teaching and Learning
- Early Childhood Education and Development
- Mathematics Education and Teaching Techniques
- Data Quality and Management
- Child and Adolescent Psychosocial and Emotional Development
- Education and Technology Integration
- Geography Education and Pedagogy
- Cloud Data Security Solutions
- Mind wandering and attention
- Action Observation and Synchronization
- Visual and Cognitive Learning Processes
- Industrial Vision Systems and Defect Detection
- Face Recognition and Perception
- Psychedelics and Drug Studies
Education University of Hong Kong
2016-2025
Tai Po Hospital
2017-2024
Beijing Normal University
2022
Chinese University of Hong Kong
2008-2012
Xinyu University
2010
Purdue University West Lafayette
2008
The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent reading development. Among 296 kindergartners Beijing, independent was found be uniquely predictive word 12 months later, even with Time 1 syllable deletion, phoneme letter knowledge, addition the autoregressive effects reading, statistically controlled. These results underscore importance children’s early representations acquisition, both...
Two scales of mothers' mediation their children's writing based on Aram and Levin (2001 Aram, D. Levin, I. 2001. Mother-child joint in low SES. Sociocultural factors, maternal emergent literacy. Cognitive Development, 16(3): 831–852. [Crossref], [Web Science ®] , [Google Scholar]) were developed tested 67 mother–child Hong Kong Chinese dyads three grade levels – second-year kindergarten, third-year first grade. With ages, grades, non-verbal IQs, as well education statistically controlled a...
Word reading and linguistic comprehension skills are two crucial components in comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved understanding texts, namely executive function (EF) skills.This study was novel ways. Not only did we tested EF as predictor non-alphabetic language (i.e., Chinese) extend theoretical model SVR, also examined further kindergarten children (age 5) Hong Kong, attempt reveal possible...
Prior research on COVID-related school disruptions focused mainly primary or secondary, with limited studies kindergarten children. Using a naturalistic quasi-experimental design, we examined whether disruption during the first year of (K1) affected early numeracy, literacy, and non-academic development. We also second (K2) was more detrimental to children's A cohort K2 students from each two consecutive years (N = 235, 4–5-year-old) were recruited ten kindergartens in Hong Kong, which had...
The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing 2006 Progress in International Reading Literacy Study data using measures ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% differences student difficulty occurred at country (61%) classroom (30%) levels (ecological), with less 9% level (cognitive psychological). All three components were...
We examined the nature of maternal mediation children's word writing and its associations to kindergartners' independent Chinese reading skills in 63 Hong Kong 43 Beijing mother-child dyads. The was analyzed across 3 dimensions cognitive support, autonomy social?emotional support from mothers. Even with (phonological awareness, morphological visual skills, orthographic knowledge) statistically controlled, both were uniquely associated cultures; also only. With one aspect dimension?mothers'...
Abstract Expert face recognition has long been marked by holistic processing. Hence, due to the many visual properties shared between perception and Chinese characters, it suggested that character may induce stronger processing in expert readers than novices. However, there have different viewpoints presented about recognition, one of which suggests expertise this skill involved reduced be modulated writing experiences/performances. In study we examined adults with without dyslexia, using...
In this longitudinal study, we assessed 88 Hong Kong Chinese typically developing kindergarteners' character reading accuracy four times with 6-month intervals over 1.5 years the first testing point in fall of second year kindergarten (K2), during which morphological awareness, phonological orthographic visual-spatial relationships, and nonverbal IQ were tested (Time 1). The latent growth curve modeling showed that development kindergarteners followed a cumulative linear trajectory,...
The present study examined the relations of Chinese word reading and writing to both maternal mediation a number metalinguistic cognitive skills in 63 Hong Kong kindergarteners. whole process writing, which mothers individually facilitated their children's 12 two‐character words own ways, was videotaped. This replicated extended previous work on strategies use help children words. Mothers' typical were positively significantly associated with independent writing. In addition, uniquely...
Abstract In this study, we investigated the direct and indirect associations of different cognitive–linguistic skills Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, skills, word reading, listening comprehension, comprehension. Results showed significant correlations between all variables Further path analysis results indicated that rapid automatized naming, orthographic knowledge, morphological awareness contributed to via reading....
Abstract Considering the importance attached to writing as a life skill, this study investigated nature and variability of adults’ aid Zambian second graders in context shared Bemba (first language), relations between support students’ literacy cognitive‐metalinguistic skills. Fifty‐seven children their caregivers were videotaped while word items Bemba. To document literate mediation (i.e., letter–sound correspondences) print letter formation), adult was coded at level, demand for precision...
The present study examined developmental changes, over a six-year period, in the relationship between character reading ability and orthographic awareness Chinese from first year of kindergarten to third primary school two separate samples: sample 96 children was assessed three times first, second years (K1, K2, K3) with 12-month intervals. 204 four semesters grade 1 (P1-S1; P1-S2), semester 2 (P2-S1) 3 (P3-S1), waves at 6-month intervals final wave interval. Cross-lagged path analysis...