Publications by team memebers

Publications by team members

Yeung, S. S., Liu, Y., & Lin, D. (online). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism.

Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S. S., & Wong, T. T. Y. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology.

Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese words. Journal of Psycholinguistic Research, 47(1), 79- 93.

Liu, Y., & Liu, D. (2018). Noncompound and compound Chinese character reading: Are they the same for second-grade Hong Kong Chinese children? Learning and Individual Differences, 62, 62- 68.

Zhang, X., & Lin, D. (2017). Does growth rate in spatial ability matter in predicting early arithmetic competence? Learning and Instruction, 49, 232- 241.

Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S. (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30, 87- 103.

Liu, Y., Yeung, S. S., Lin, D., & Wong, K. S. W. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195- 202.

Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual spatial skills and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology, 46, 94-100.

Liu, Y., Lin, D., & Zhang, X. (2016). Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. Learning and Individual Differences, 47, 215- 221.

Zhang, X., & Lin, D. (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and non-symbolic arithmetic. Contemporary Educational Psychology, 41, 188- 197.