ORCID Profile
0000-0003-3319-4609
Current Organisation
University of Hong Kong
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Routledge
Date: 10-09-2009
Publisher: Wiley
Date: 03-07-2020
Publisher: No publisher found
Date: 2017
Publisher: Springer International Publishing
Date: 2016
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0023495
Publisher: SAGE Publications
Date: 13-06-2017
Abstract: Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of speech rhythm, such as rise time and intensity. This study set out to investigate to what extent suprasegmental phonological processing (i.e., Cantonese lexical tone perception) and rise time sensitivity could distinguish Chinese children with dyslexia from typically developing children. Sixteen children with dyslexia and 44 age-matched controls were administered a Cantonese lexical tone perception task, psychoacoustic tasks, a nonverbal reasoning ability task, and word reading and dictation tasks. Children with dyslexia performed worse than controls on Cantonese lexical tone perception, rise time, and intensity. Furthermore, Cantonese lexical tone perception appeared to be a stable indicator that distinguishes children with dyslexia from controls, even after controlling for basic auditory processing skills. These findings suggest that suprasegmental phonological processing (i.e., lexical tone perception) is a potential factor that accounts for reading difficulty in Chinese.
Publisher: Informa UK Limited
Date: 23-09-2019
Publisher: SAGE Publications
Date: 29-12-2014
Abstract: Lexical tone is one of the most prominent features in the phonological representation of words in Chinese. However, little, if any, research to date has directly evaluated how young Chinese children’s lexical tone identification skills contribute to vocabulary acquisition and character recognition. The present study distinguished lexical tones from segmental phonological awareness and morphological awareness in order to estimate the unique contribution of lexical tone in early vocabulary acquisition and character recognition. A s le of 199 Cantonese children aged 5–6 years was assessed on measures of lexical tone identification, segmental phonological awareness, morphological awareness, nonverbal ability, vocabulary knowledge, and Chinese character recognition. It was found that lexical tone awareness and morphological awareness were both associated with vocabulary knowledge and character recognition. However, there was a significant relationship between lexical tone awareness and both vocabulary knowledge and character recognition, even after controlling for the effects of age, nonverbal ability, segmental phonological awareness and morphological awareness. These findings suggest that lexical tone is a key factor accounting for in idual variance in young children’s lexical acquisition in Chinese, and that lexical tone should be considered in understanding how children learn new Chinese vocabulary words, in either oral or written forms.
Publisher: SAGE Publications
Date: 10-07-2018
Abstract: Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character reading development. The underlying assumption of this model is that Chinese character recognition is a process of competitive mappings of phonology, semantics, and orthography in both lexical and sublexical systems, operating as functions of statistical properties of print input based on the in idual’s specific level of reading. This model leads to several testable predictions concerning how the quasiregularity and continuity of Chinese-specific radicals are organized in memory for both child and adult readers at different developmental stages of reading.
Publisher: American Psychological Association (APA)
Date: 07-2016
DOI: 10.1037/EDU0000083
Publisher: Springer Science and Business Media LLC
Date: 27-04-2023
Publisher: Informa UK Limited
Date: 07-02-2011
Publisher: SAGE Publications
Date: 19-06-2013
Abstract: This study investigated the rate of school-aged Chinese–English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading English. The prevalence of poor English readers among children identified to be poor in Chinese word recognition across the five participating schools was approximately 42% at Grade 2 and 57% at Grade 5. Across grades, children who were poor readers of both languages tended to have difficulties in phonological and morphological awareness. Poor readers of English only were found to manifest significantly poorer phonological awareness, compared to those who were poor readers of Chinese only their average tone awareness score was also lower relative to normally developing controls. Apart from indicating possible dissociations between Chinese first language (L1) word reading and English second language (L2) word reading, these findings suggested that the degree to which different metalinguistic skills are important for reading in different writing systems may depend on the linguistic features of the particular writing system.
Publisher: Cambridge University Press (CUP)
Date: 09-2020
DOI: 10.1017/S0142716420000466
Abstract: This study examined how language knowledge and item properties (i.e., semantic relatedness and position) influenced Chinese missing logographeme effects. Eighty-four Chinese readers and 53 English readers were asked to search for the Chinese logographeme 口 while reading a Chinese prose passage. The target 口 appeared in five different positions (i.e., left, right, top, bottom, or inside), varying its degree of semantic relatedness to its embedded characters. The generalized linear mixed-effect model revealed a significant interaction between semantic relatedness and position in Chinese, but not in English, readers when visual complexity and frequency were controlled. For Chinese readers, a higher omission rate occurred when 口 appeared in the top and inside positions and exhibited low semantic relatedness with its embedded characters, whereas 口 was omitted more when it was positioned on the right and exhibited high semantic relatedness to its embedded characters. English readers exhibited a different omission pattern: 口 was omitted more when it appeared in the left or right position irrespective of semantic relatedness. In addition, 口 was omitted more in the inside, rather than the bottom, position. These findings suggest that the omission rate of the logographeme is determined by item properties at the sublexical level and the reader’s language knowledge.
Publisher: Springer Science and Business Media LLC
Date: 13-10-2016
DOI: 10.3758/S13421-016-0657-0
Abstract: Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Prosodic features include lexical tone in Chinese and lexical stress in English. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin-English bilingual children's English word reading. This study explores the mechanism underlying this relation by testing two explanations of these effects: the prosodic hypothesis and segmental phonological awareness transfer. We administered multiple measures of Cantonese tone sensitivity, English stress sensitivity, segmental phonological awareness in Cantonese and English, nonverbal ability, and English word reading to 123 Cantonese-English bilingual children ages 7 and 8 years. Structural equation modeling revealed a longitudinal prediction of Cantonese tone sensitivity to English word reading between 8 and 9 years of age. This relation was realized through two parallel routes. In one, Cantonese tone sensitivity predicted English stress sensitivity, and English stress sensitivity, in turn, significantly predicted English word reading, as postulated by the prosodic hypothesis. In the second, Cantonese tone sensitivity predicted English word reading through the transfer of segmental phonological awareness between Cantonese and English, as predicted by segmental phonological transfer. These results support a unified model of phonological transfer, emphasizing the role of tone in English word reading for Cantonese-English bilingual children.
Publisher: Wiley
Date: 23-06-2016
Publisher: Informa UK Limited
Date: 03-2022
Publisher: Informa UK Limited
Date: 02-04-2008
Publisher: American Speech Language Hearing Association
Date: 08-11-2017
DOI: 10.1044/2017_AJSLP-15-0190
Abstract: The present study investigated the onset of statistical learning and examined whether the number of exposures to a repeated sequence influences the learning performance of children with dyslexia on a serial reaction time task. Three groups of children (29 with dyslexia, 29 age-matched controls, and 30 reading level–matched controls) were administered a serial reaction time task, and their statistical learning performances after a small and a large number of exposures (40 vs. 180 exposures) were recorded and compared. Children with dyslexia showed impaired statistical learning after a small number of exposures to a sequence, but intact statistical learning after a large number of exposures. In contrast, the age-matched and reading level–matched control groups showed intact statistical learning after both small and large numbers of exposures. Children with dyslexia also exhibited a slower learning rate than either control group. These results suggest that the amount of exposure to statistical patterns influences statistical learning performance in children with dyslexia.
Publisher: Wiley
Date: 05-09-2022
Abstract: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents. To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19. Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs. Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students' attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students' engagement and SLTs' attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs' years of experience in school settings) contributed to SLTs' self-perceived effectiveness of telepractice. Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice. What is already known on the subject Previous surveys reported that although SLTs were interested in using telepractice before the COVID-19 pandemic, they showed concern about its effectiveness, resulting in a low adoption rate. One critical question naturally arises: What factors may affect the perceived effectiveness of telepractice by SLTs? What this paper adds to existing knowledge This study demonstrates for the first time that despite the high adoption rate of telepractice during the COVID-19 pandemic, school-based SLTs exhibited great difficulties, and the SLTs' self-perceived effectiveness of telepractice was related to psychosocial factors instead of professional practice skill factors. What are the potential or actual clinical implications of this work Professional support is needed to alter the attitudes of SLTs towards telepractice for enhancing their self-perceived effectiveness and positive clinical practice experience.
Publisher: Cambridge University Press (CUP)
Date: 05-11-2018
DOI: 10.1017/S0142716418000449
Abstract: Bilinguals are susceptible to interaction between their two phonetic systems during speech processing. Using a language-switching paradigm, this study investigated differences in phonetic transfer of Cantonese–English bilingual adults with various language dominance profiles (Cantonese-dominant, English-dominant, and balanced bilinguals). Measurements of voice onset time revealed that unbalanced bilinguals and balanced bilinguals responded differently to language switching. Among unbalanced bilinguals, production of the dominant language shifted toward the nondominant language, with no effect in the opposite direction. However, balanced bilinguals’ speech production was unaffected by language switching. These results are analogous to the inhibitory control model, suggesting an asymmetrical switch cost of language switching at the phonetic level of speech production in unbalanced bilinguals. In contrast, the absence of switch cost in balanced bilinguals implies differences in the mechanism underlying balanced bilinguals’ and unbalanced bilinguals’ speech production.
Publisher: Informa UK Limited
Date: 21-03-2014
Publisher: Elsevier BV
Date: 08-2016
DOI: 10.1016/J.JECP.2016.04.002
Abstract: This 1-year longitudinal study examined the role of Cantonese lexical tone sensitivity in predicting English reading comprehension and the pathways underlying their relation. Multiple measures of Cantonese lexical tone sensitivity, English lexical stress sensitivity, Cantonese segmental phonological awareness, general auditory sensitivity, English word reading, and English reading comprehension were administered to 133 Cantonese-English unbalanced bilingual second graders. Structural equation modeling analysis identified transfer of Cantonese lexical tone sensitivity to English reading comprehension. This transfer was realized through a direct pathway via English stress sensitivity and also an indirect pathway via English word reading. These results suggest that prosodic sensitivity is an important factor influencing English reading comprehension and that it needs to be incorporated into theoretical accounts of reading comprehension across languages.
Publisher: Springer Science and Business Media LLC
Date: 12-05-2020
Publisher: Center for Open Science
Date: 03-09-2023
Publisher: Informa UK Limited
Date: 26-05-2020
Publisher: Springer Science and Business Media LLC
Date: 07-10-2010
Publisher: Springer Science and Business Media LLC
Date: 12-09-2017
Publisher: Wiley
Date: 09-10-2013
Publisher: Elsevier BV
Date: 11-2014
DOI: 10.1016/J.BANDL.2014.09.004
Abstract: The present study investigated the temporal course of neural discriminations of acoustic cues of English lexical stress (i.e., pitch, intensity and duration) in Cantonese-speaking children. We used an event-related potential (ERP) measure with a multiple-deviant oddball paradigm to record auditory mismatch responses to four deviants, namely, a change in pitch, intensity, or duration, or a change in all three acoustic dimensions, of English lexical stress in familiar words. In the time window of 170-270 ms, we found that the pitch deviant elicited significant positive mismatch responses (p-MMRs) and that the duration deviant elicited a mismatch negativity (MMN) response as compared with the standard. In the time window of 270-400 ms, the intensity deviant elicited a significant p-MMR, whereas both the duration and the three-dimension changed deviants elicited significant MMNs. These results suggest that Cantonese-speaking children are sensitive to either single or convergent acoustic cues of English words, and that the relative weighting of pitch, intensity and duration in stress processing may correlate with different ERP components at different time windows in Cantonese second graders.
Publisher: JMIR Publications Inc.
Date: 28-01-2021
DOI: 10.2196/25675
Abstract: The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents’ and students’ satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. We evaluated students’ and parents’ perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents’ and students’ preferences for different service delivery modes during the COVID-19 pandemic. A 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree refer the use of on-site speech-language therapy services and 5=strongly agree refer the use of telepractice services). Despite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52 students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, P .001), not the parents (τ=.07 P=.44). Although telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged in iduals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.
Publisher: Wiley
Date: 25-06-2015
Publisher: Acoustical Society of America (ASA)
Date: 08-2018
DOI: 10.1121/1.5049365
Abstract: Long-term musical training is widely reported to enhance music pitch perception. However, it remains unclear whether tone language experience influences the effect of long-term musical training on musical pitch perception. The present study addressed this question by testing 30 Cantonese and 30 non-tonal language speakers, each ided equally into musician and non-musician groups, on pitch height and pitch interval discrimination. Musicians outperformed non-musicians among non-tonal language speakers, but not among Cantonese speakers on the pitch height discrimination task. However, musicians outperformed non-musicians among Cantonese speakers, but not among non-tonal language speakers on the pitch interval discrimination task. These results suggest that the effect of long-term musical training on musical pitch perception is shaped by tone language experience and varies across different pitch perception tasks.
Publisher: Springer Science and Business Media LLC
Date: 30-01-2017
Publisher: Informa UK Limited
Date: 08-11-2017
Publisher: JMIR Publications Inc.
Date: 11-11-2020
Abstract: he ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents’ and students’ satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. e evaluated students’ and parents’ perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents’ and students’ preferences for different service delivery modes during the COVID-19 pandemic. 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree refer the use of on-site speech-language therapy services and 5=strongly agree refer the use of telepractice services). espite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52 students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, i P /i & .001), not the parents (τ=.07 i P= /i .44). lthough telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged in iduals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.
Publisher: Informa UK Limited
Date: 16-06-2022
Publisher: Informa UK Limited
Date: 18-09-2009
Publisher: Elsevier BV
Date: 2017
Publisher: Center for Open Science
Date: 08-06-2022
Abstract: This study examined the development of prosodic reading and its within- and cross-language contributions to reading comprehension among 121 Cantonese-English bilingual second-graders (aged 7 years, 70 girls) in 2015, and 52 of them as third-graders in 2016. Spectrographic analysis of their reading of one Chinese and one English passage revealed both cross-language similarities and language-specific differences in the use of pitch and pause when producing syntactically complex sentences. Wh question pitch contours emerged as the most robust predictor of reading comprehension across Chinese (r = .359) and English (r = -.457). A crossover effect occurred from Cantonese pitch to English reading comprehension (r = -.169). These results support the prosodic catalysing hypothesis, indicating the role of pitch in reading comprehension.
Publisher: Public Library of Science (PLoS)
Date: 25-11-2015
Publisher: Frontiers Media SA
Date: 31-03-2017
Publisher: Elsevier
Date: 2015
Publisher: Elsevier BV
Date: 02-2017
Publisher: Springer Science and Business Media LLC
Date: 06-2015
Publisher: ISCA
Date: 13-06-2018
Publisher: Wiley
Date: 06-08-2020
DOI: 10.1111/CDEV.13384
Publisher: ISCA
Date: 13-06-2018
Publisher: Springer Science and Business Media LLC
Date: 27-12-2011
Publisher: Springer US
Date: 23-10-2010
Publisher: Wiley
Date: 25-08-2011
Publisher: American Speech Language Hearing Association
Date: 10-2014
DOI: 10.1044/2014_JSLHR-S-13-0145
Abstract: The authors investigated the effects of acoustic cues (i.e., pitch height, pitch contour, and pitch onset and offset) and phonetic context cues (i.e., syllable onsets and rimes) on lexical tone perception in Cantonese-speaking children. Eight minimum pairs of tonal contrasts were presented in either an identical phonetic context or in different phonetic contexts (different syllable onsets and rimes). Children were instructed to engage in tone identification and tone discrimination. Cantonese children attended to pitch onset in perceiving similarly contoured tones and attended to pitch contour in perceiving different-contoured tones. There was a decreasing level of tone discrimination accuracy, with tone perception being easiest for same rime–different syllable onset, more difficult for different rime–same syllable onset, and most difficult for different rime–different syllable onset phonetic contexts. This pattern was observed in tonal contrasts in which the member tones had the same contour but not in ones in which the member tones had different contours. These findings suggest that in addition to pitch contour, the pitch onset is another important acoustic cue for tone perception. The relative importance of acoustic cues for tone perception is phonetically context dependent. These findings are discussed with reference to a newly modified TRACE model for tone languages (TTRACE).
Publisher: Center for Open Science
Date: 21-02-2022
Abstract: This study investigated the key mechanisms by which cue predictiveness impacts cue perception under different levels of uncertainty during statistical learning. Although previous studies have demonstrated the impacts of cue predictiveness on cue processing during explicit associative learning tasks, it is still unclear whether the same phenomenon can be observed during implicit learning tasks. Using a novel probabilistic cueing-validation paradigm administered to 35 adults (Experiment 1) and 31 adults (Experiment 2), we systematically manipulated cue predictiveness through the conditional probability of a target following a cue, i.e., high (75%), medium (50%, only in Experiment 1), low (25%), and zero (only in Experiment 2). Different levels of uncertainty were raised by high-predictable (75%), medium-predictable (50%, only in Experiment 1), and low-predictable (25%) targets appearing after cues. Following half of these targets, we probed the perception of cues with various predictiveness. Our study demonstrated 1) impeded perception of high-predictive cues after high-predictable targets, indicating exploration-like cue processing after low uncertainty inputs and 2) enhanced perception of high-predictive cues after low-predictable targets, indicating exploitation-like cue processing after high uncertainty inputs. These results suggest that uncertainty may regulate the dominance of attention-dependent and attention-independent learning systems during statistical learning.
Publisher: Wiley
Date: 02-10-2018
DOI: 10.1111/DESC.12745
Abstract: This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary-school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.
Publisher: SAGE Publications
Date: 04-12-2013
Abstract: Poor comprehenders have intact word-reading skills but struggle specifically with understanding what they read. We investigated whether two metalinguistic skills, morphological and syntactic awareness, are specifically related to poor reading comprehension by including separate and combined measures of each. We identified poor comprehenders ( n = 15) and average comprehenders ( n = 15) in Grade 4 who were matched on word-reading accuracy and speed, vocabulary, nonverbal cognitive ability, and age. The two groups performed comparably on a morphological awareness task that involved both morphological and syntactic cues. However, poor comprehenders performed less well than average comprehenders on a derivational word analogy task in which there was no additional syntactic information, thus tapping only morphological awareness, and also less well on a syntactic awareness task, in which there were no morphological manipulations. Our task and participant-selection process ruled out key nonmetalinguistic sources of influence on these tasks. These findings suggest that the relationships among reading comprehension, morphological awareness, and syntactic awareness depend on the tasks used to measure the latter two. Future research needs to identify precisely in which ways these metalinguistic difficulties connect to challenges with reading comprehension.
Publisher: American Psychological Association (APA)
Date: 11-2010
DOI: 10.1037/A0020611
Abstract: What is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological awareness, orthographic processing, and subcharacter processing. Confirmatory factor analyses comparing alternative models of these 4 constituents of Chinese word reading revealed different patterns of metalinguistic underpinnings of children's word recognition across grade levels: The best-fitting model for kindergartners represented a print-nonprint dichotomy of constructs. In contrast, 2nd graders showed a fine-grained sensitivity to all 4 hypothesized constructs. Finally, the best-fitting model for 5th graders consisted of a phonological sensitivity construct and a broad lexical morphological-orthographic processing construct. Findings suggest that Hong Kong Chinese children progress from a basic understanding of print versus nonprint to a ersified sensitivity to varied word-reading skills, to a focus on meaning-based word recognition, to the relative exclusion of phonological sensitivity in more advanced readers.
Start Date: 2018
End Date: 2021
Funder: Research Grants Council, University Grants Committee
View Funded ActivityStart Date: 2016
End Date: 2018
Funder: Research Grants Council, University Grants Committee
View Funded ActivityStart Date: 2014
End Date: 2017
Funder: Research Grants Council, University Grants Committee
View Funded ActivityStart Date: 2013
End Date: 2014
Funder: Economic and Social Research Council
View Funded ActivityStart Date: 2016
End Date: 2018
Funder: Japan Society for the Promotion of Science
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: South China Normal University
View Funded ActivityStart Date: 2013
End Date: 2016
Funder: The National Social Science Foundation of China
View Funded ActivityStart Date: 2011
End Date: 2013
Funder: Spencer Foundation
View Funded ActivityStart Date: 2018
End Date: 2019
Funder: University of Hong Kong
View Funded ActivityStart Date: 2015
End Date: 2016
Funder: University of Hong Kong
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: University of Hong Kong
View Funded ActivityStart Date: 2013
End Date: 2015
Funder: University of Hong Kong
View Funded ActivityStart Date: 2012
End Date: 2014
Funder: University of Hong Kong
View Funded ActivityStart Date: 2010
End Date: 2011
Funder: University of Western Sydney
View Funded ActivityStart Date: 2007
End Date: 2008
Funder: Chinese University of Hong Kong
View Funded ActivityStart Date: 2011
End Date: 2013
Funder: Spencer Foundation
View Funded Activity