Dr FONG Yui Chi Cathy

	Assistant Professor Department of Early Childhood Education, The Education University of Hong Kong	Phone: (852) 29487236 Email: ycfong@eduhk.hk ORCID: 0000-0003-0024-3988 https://repository.eduhk.hk/en/ persons/yui-chi-fong
Education	PhD in Educational Psychology, The University of Hong Kong
Biography	Dr Cathy FONG Yui Chi has research interests in literacy development and reading difficulties. She has authored and coauthored journal-article and book-chapter publications on literacy acquisition and reading difficulties. She is currently working on RGC-funded projects on executive functions and reading comprehension difficulties. She also obtained a professional qualification to practice as educational psychologist in Hong Kong. She was one of the developers of the latest diagnostic tool for students with specific learning difficulties in Hong Kong.
Research Interests	Language and literacy development Reading difficulties​ Executive functions
5 Representative Publications	Fong C. Y. C. & Chung P. Y. (2020): The role of orthographic flexibility in Chinese word reading among kindergarten children. Educational Psychology, https://doi.org/10.1080/01443410.2020.1716953   Fong, C. Y. C. & Ho, C. S. H. (2019). Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study. First Language, 39(3), 281-297.   Ho, C. S. H., Fong, C. Y. C., & Zheng, M. (2019). Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children. Applied Psycholinguistics, 40(2), 323-349.   Fong, C. Y.-C., & Ho, C. S.-H. (2017). What are the contributing cognitive-linguistic skills for early Chinese listening comprehension? Learning and Individual Differences, 59, 78-85.   McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. W.-L. (2014). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204-211.