Dr LIU, Duo   劉鐸
Head
Department of Special Education and Counselling
Phone No: (852) 2948 8639
Fax No: (852) 2948 7794
Email: duoliu@eduhk.hk
Contact
ORCiD
0000-0002-2352-2616
Phone
(852) 2948 8639
Fax
(852) 2948 7794
Email
duoliu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55681527200
External Appointment

Associate Editor, Journal of Learning Disabilities (A* journal), 2017, July - present

Board member and treasure, The Association for Reading and Writing in Asia (ARWA), 2016, August – present

Editorial Board member, Reading and Writing (A* journal), 2017, January - present

Editorial Board member, Frontiers in Education (Special education section), 2016, May – present

Voting Member of the Society for the Scientific Study of Reading 2014, July – present

Personal Profile

Dr. Liu Duo, Phil is now an Associate Professor in the Department of Special Education and Counselling (SEC). He got his Ph.D. from the Department of Psychology, the Chinese University of Hong Kong. Dr. Liu’s research interests focus on cognitive development and related problems, especially on language and literacy development and difficulties. He has interests in adopting multiple approaches (such as experimental, correlational, and neurobiological) in tapping related research issues.

External Appointment

Associate Editor, Journal of Learning Disabilities (A* journal), 2017, July - present

Board member and treasure, The Association for Reading and Writing in Asia (ARWA), 2016, August – present

Editorial Board member, Reading and Writing (A* journal), 2017, January - present

Editorial Board member, Frontiers in Education (Special education section), 2016, May – present

Voting Member of the Society for the Scientific Study of Reading 2014, July – present

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Liu, D. & Xu, Z., (2022). How to understand dyslexia: From domain-specific to domain general factors. In M. T. Hue, & S. Karim (Eds.), Supporting Diverse Students in Asian Inclusive Classrooms: From Policies and Theories to Practice (73-89). UK: Routledge https://www.taylorfrancis.com/chapters/edit/10.4324/9781032021775-7/understand-dyslexia-duo-liu-zhengye-xu
Kalindi, S. C., Chung, K. K. H., Liu, D. P., & Wang, L. C. A. (2018). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In H.K. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese, and Korean Languages (99-120). Amsterdam/Philadelphia: John Benjamins Publishing Company
Liu, D., & Xu, Z. Y. (2017). Typewriting on electronic devices and Chinese children’s literacy development. In K. Sheehy, & A. Holliman (Eds.), Education and New Technologies: Perils and Promises for Learners (48-64). London/New York: Routledge
Liu, Duo (2016). 孩子在看什么?——视觉注意与汉语儿童的语文能力发展 (What children see during reading: Visual attention and Chinese children’s literacy development). In W. Li & H. Shu (Eds). W. Li & H. Shu, The World of Children’s reading I: Studies of Psycholinguistics in Early Reading (277-308). Beijing: Beijing Normal University Press
Liu, D. (2014). Visual-spatial attention and its relationship with reading. In K. K.-H. Chung, K. C.-P. Yuen, & D. M. McInerney (Eds), Understanding Developmental Disorders of Auditory Processing, Language and Literacy across Languages: International Perspectives (169-188). Greenwich CT: Information Age Press
McBride-Chang, C., & Liu, P. D. (2011). Fundamentals of Chinese Reading Development and How They Might Impact Concepts of Dyslexia in Chinese. In P. McCardle, B. Miller, J. R. Lee& O. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link (1-12). Baltimore: Brooks Publishing Company
Liu, P., Zhou, Y.-L., & McBride-Chang, C. (2010). Morphological awareness: why and how to link it to Chinese literacy teaching and learning. Chen, J. G., Wang, C. & Cai, J., Teaching and Learning Chinese: Issues and Perspectives (237-256). Charlottel:NC: Information Age Publishing
Liu, P. D., Zhou, Y., & McBride-Chang, C. (2010). Morphological awareness: Why and how to link it to Chinese literacy teaching and learning. In J. Chen, C. Wang, & J. Cai (Eds.), Teaching and Learning of Chinese: Issues and Perspectives (237-256). Charlotte: Information Age Publisher
Tong, X., Liu, P. D., & McBride-Chang, C. (2009). Metalinguistic and subcharacter skills in Chinese literacy acquisition. In V. Connelly & C. Wood (Eds.), Contemporary perspectives on reading and spelling (202-217). London: Routledge Press
McBride-Chang, C., & Liu, P. D. (2008). An Overview of Reading Acquisition. In D. G., Jamieson, J. Balayeva, et al., (Eds.), Encyclopedia of Language and Literacy Development (1-7). Canada: Canadian Language and Literacy Research Network

Journal Publications
Publication in refereed journal
Wang, L.-C., Liu, D., Kwan-Chen, L.-Y., Chen, J. K., & Chung, K. K.-H. (2022). Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading. Dyslexia, ., .-.
Liu, D., Xu, Z., & Wang, L. C. (2022). The interaction between morphological awareness and word detection skills in predicting speeded passage reading in primary and secondary school Chinese readers. Frontiers in Psychology, published online https://doi.org/10.3389/fpsyg.2022.802005
Xu, Z., & Liu, D. (2022). Perceptual simulation in language comprehension and Chinese character reading among third-grade Hong Kong children. Educational Psychology , 42, 587-606
Xu, Z., & Liu, D. (2022). Body-object interaction effect in word recognition and its relationship with screen time in Chinese children. Reading and Writing, published online, 1-28 https://doi.org/10.1007/s11145-021-10238-2
Wang, L., Wang, J., Liu, D., & Lin, D. (2021). The role of metalinguistic awareness and character properties in early Chinese reading. Journal of Experimental Child Psychology, 210, .-.
Liu, C., Chung, K.K.H., Wang, L.-C., & Liu, D. (2021). The Relationship Between Paired Associate Learning and Chinese Word Reading in Kindergarten Children. Journal of Research in Reading, 44(2), 264-283
Wang, L., & Liu, D. (2021). Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents' difficulties with literacy activities. Early Childhood Research Quarterly, 56, 190-200
Xu, Z.*, & Liu, D. (2020). A comparison of embodied methods to improve Chinese children's reading comprehension: observed and participant performed manipulations. Journal of Research in Reading, 43(4), 556-576
Li, C., Wong, N. K., Liu, D., & Kee, Y. H. (2020). Effects of Brief Mindfulness Meditation on Pre-service Teachers’ Attitudes towards Including Students with Autism: The Role of Basic Psychological Need Satisfaction. International Journal of Disability, Development and Education, online, 1-14
Wong, T.-Y., & Liu, D. (2020). The association between visual attention and arithmetic competence: The mediating role of enumeration. Journal of Experimental Child Psychology, 196, .-.
Xu, Z., Wang, L.-C., Liu, D., Chen, Y., & Tao, L. (2020). The Moderation Effect of Processing Efficiency on the Relationship Between Visual Working Memory and Chinese Character Recognition. Frontiers in Psychology, 11, 1899-.
Wang, L.-C., Liu, D., Chung, K. K. H., & Chu, S.-Y. (2020). The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences, 80, .-.
Wang L., & Liu, D. (2020). The role of morphological awareness in reading Chinese characters: the moderating effect of morpheme family size. Scientific Studies of Reading, 24, 170-178
Liu, Y., & Liu, D. (2020). Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing, Published online, .-.
Liu, D., & Chen, X. (2019). Visual search and reading comprehension in Chinese children: The mediations of word detection and Chinese character reading. Reading and Writing, in press, .-.
Xu, Z., Liu, D., & Joshi, R. M. (2019). The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children. Journal of Educational Psychology, in press, .-.
Liu S., & Liu, D. (2019). Visual-spatial attention and reading achievement in Chinese children: Evidence from a two-year longitudinal study. Scientific Studies of Reading, (published online), 1-15
Liu, S., Wang, L. C., & Liu, D. (2019). Auditory, visual, and cross-modal temporal processing skills among Chinese children with developmental dyslexia. Journal of Learning Disabilities, 52(6), 431-441
Xu, Z., & Liu, D. (2019). The relationship between the processing of semantic relation information and morphological awareness among Hong Kong Chinese children.. Reading and Writing, 32(2), 357-375
Liu, S. S., Wang, L. C., & Liu, D. (2019). Deficits of visual search in Chinese children with dyslexia. Journal of Research in Reading, 42(2), 454-468
Wang, L. C. A., Liu, D., & Xu, Z. Y. (2019). Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia. Annals of Dyslexia, Published Online, .-.
Wang, L. C., Liu, D., Chen, J. K., & Wu, Y. C. (2018). Processing speed of dyslexia: the relationship between temporal processing and rapid naming in Chinese.. Reading and Writing: An Interdisciplinary Journal, 31(7), 1645-1668
Liu, S., Liu, D., Pan, Z. H., & Xu, Z. Y. (2018). The association between reading abilities and visual-spatial attention in Hong Kong Chinese children.. Dyslexia, 24(3), 263-275
Liu, Y. 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
Liu, D. (2017). The influence of morphological structure information on the memorization of Chinese compound words. Reading and Writing, 30(8), 1813-1834
Liu, D., Li, H., & Wong, K. S. R. (2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading, 21(3), 210-224
Wang, L. C. A., Liu, D., Chung, K. K. H., & Yang, H. M. (2017). Development of lexical tone awareness in Chinese children with and without dyslexia. Contemporary Educational Psychology, 49, 203-214
Liu, D., Chung, K. K. H., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(3), 268-291
Liu, D., & Zhu, X. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness, and RAN with Hong Kong Chinese children’s literacy performance at word level. Writing Systems Research, 8(2), 218-233
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children (DOI 10.1007/s11145-016-9644-x). Reading and Writing, 29(7), 1435-1447
Liu, D. (2016). The involvement of morphological information in the memorization of Chinese compound words: Evidence from memory errors.. Journal of Psycholinguistic Research, 45(1), 157-176
Liu, D., Chen, X., & Chung, K. K. H. (2015). Performance in a visual search task uniquely predicts reading abilities in third-grade Hong Kong Chinese children. Scientific Studies of Reading, 19(4), 307-324
Liu, D., & McBride-Chang, C. (2013). Morphological structure processing during word recognition and its relationship to character reading among third-grade Chinese children (doi: 10.1007/s10936-013-9275-1). Journal of Psycholinguistic Research, Retrieved from http://0-download.springer.com.edlis.ied.edu.hk/static/pdf/119/art%253A10.1007%252Fs10936-013-9275-1.pdf?auth66=1405916675_8b4e034774445a0eb75ede4ff50ce229&ext=.pdf, online publication, online
Liu, P. D., McBride-Chang, C., Wong, T. -Y., Shu, H., & Wong, A. M. -Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(4), 755-775
Liu, D., Chung, K. K. H., Zhang, Y., & Lu, Z. (2013). Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading. Reading and Writing: An Interdisciplinary Journal, 27, 431-450
McBride-Chang, C., Liu, P. D. Wong, T., Wong, A., & Shu, H. (2012). Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children. Journal of Learning Disabilities, 45(6), 503-514
McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J-R., Shu, H., & Zhang, Y. P. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills. Reading and Writing: An Interdisciplinary Journal, 25, 283-300
Liu, P. D., Chung, K. K.-H., McBride-Chang, C., & Tong, X. (2010). Holistic vs. analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107, 466-478
Liu, P. D., & McBride-Chang, C. (2010). Morphological processing of Chinese compounds from a grammatical view. Applied Psycholinguistics, 31, 605-617
Chung, K. K.-H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The processing of morphological structure information in Chinese coordinative compounds: An event-related potential study. Brain Research, 1352, 157-166
Liu, P. D., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Stokes,S., Fletcher, P., & Shu, H. (2010). Early oral language markers of poor reading performance in Hong Kong Chinese children. Journal of Learning Disabilities, 43, 383-386
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62-73

Conference Papers
Invited conference paper
Liu, D., Liu, S., & Xu, Z. (2021, 3). The effects of stimulus-driven and goal-directed attentional control on word reading skills among first-grade Chinese children. Paper presented at the fifth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Taiwan Normal University.
Xu, Z. & Liu, D. (2021, 3). Body-object interaction effect in word recognition and its relationship with screen-time in Chinese children. Paper presented at the fifth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Taiwan Normal University.
Liu, D., Xu, Z.*, Wang, L.*, Wang, L. C., & Joshi, R. M (2020, 9). The association of psychological and ecological factors with word reading in first grade Chinese children. Paper presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online
Wang, L. C., Xu, Z.*, & Liu, D. (2020, 9). The moderation effect of rapid temporal processing on the relationship between working memory and Chinese character reading. Poster presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, Beijing, China
Wang, L.*, Liu, D., & Lin, D. (2020, 9). The dynamic relations between phonological awareness, morphological awareness and character reading in Chinese early readers: A three-year longitudinal study. Paper presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, Beijing, China
Xu, Z.*, Wang, L. C., & Liu, D. (2020, 9). The unique impact of temporal processing on reading in dyslexia with a deficit in rapid automatic naming. . Poster presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, Beijing, China
Tso, R. V.-Y., Chan, R. T.-C., Hsiao, J. H.-W., Kwok, C.-W., Lin, D., & Liu, D. (2019, 7). The associations between visual spatial attention, holistic processing and reading abilities in Chinese adolescents with and without dyslexia. Poster presented at the 26th Annual Meeting of Society for the Scientific Study of Reading, Toronto, Canada
Liu, D., & Liu, S. (2019, 2). Visual-spatial Attention and Reading Achievement in Chinese Children: Evidence from a Two-year Longitudinal Study. Paper presented at the 3rd Annual Meeting of the Association for Reading and Writing in Asia, Goa, India
Liu, D., & Xu, Z. (2018, 12). How to Understand the Relationships between Handwriting and Chinese Character Learning. Invited presentation at the 2018 EdUHK-BNU-NTNU Tripartite Conference: Learning Difficulties in Chinese Reading and Writing, Hong Kong, China
Liu, D., & Chen, X. (2018, 7). Visual Search and Reading Comprehension in Chinese Children: Word Detection Skill as a Mediator. Poster presented at the 25th Annual Meeting of Society for the Scientific Study of Reading, Brighton, UK
Liu, D., & Xu, Z. (2017, 2). Perceptual simulation in language comprehension of Chinese children with poor reading abilities. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China
Xu, Z., & Liu, D. (2017, 2). Semantic relation processing in Chinese compounds of children with good and poor morphological awareness. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China
LIU, D, ZHU, X (2016, 7). Visual search of different types of stimuli is differently influenced by visual complexity and visual similarity in both Chinese children and adults. oster presented at the 31st International Congress of Psychology 2016 (ICP2016), Yokohama, Japan
Liu, D., & Li, H. (2016, 7). Understanding the role of morphological awareness in reading Chinese characters by exploring the mediation of phonological awareness, vocabulary, and orthographic knowledge and the moderation of morpheme family size. Poster presented at the 23rd Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal
Refereed conference paper
Wang, L.-C., Liu, D., Chung, K. K. H., & Chu, S.-Y. (2018, 10). The link between auditory temporal processing and the knowledge of phonological coding system in Chinese learning. 17th International Conference on the Processing of East Asian Languages and the 9th Conference on Language, Discourse, and Cognition, Taipei, Taiwan
Liu, D.& Liu, S. (2018, 2). The Deficit of Chinese Children with Poor Reading Abilities in Visual-Spatial Attention. Paper presented at the 2nd Annual Meeting of the Association for Reading and Writing in Asia, Tsukuba, Japan
Xu, Z., & Liu, D. (2018, 2). ERP Evidence for the Association between Visual-Spatial Attention and Character Reading among Chinese Adults. Paper presented at the 2nd Annual Meeting of the Association for Reading and Writing in Asia, Tsukuba, Japan
Liu, D., Chen, X., Chung, K. K. H., & Wong, A. C. N. (2017, 7). The effect of visual search among similar stimuli on Chinese children’s character reading and reading comprehension: A two-year longitudinal study. Paper presented at the 24th Annual Meeting of Society for the Scientific Study of Reading, Halifax, Canada
Liu, D. (2016, 2). The processing of morphological structure information during Chinese compound word memorization. the 2016 East Asia Joint Symposium on Reading and Spelling (EASRS), Seoul, Korea
Liu, D., & Chen, X. (2015, 7). Visual-spatial attention uniquely predicts speeded reading and character writing in Chinese third graders.. 22nd Annual Meeting of Society for the Scientific Study of Reading, Big Island, USA.
Lo, C.M., Chung, K.K.H., Liu, D., Wong, S.W.H., McBride, C., & Molfese, D.L. (2014, 10). Morphological structure processing in Chinese dyslexic adolescents: an ERP study. Paper presented at 15th International Conference on the Processing of East Asian Languages (ICPEAL), Seoul, Korea
Liu, D., Chen, X., Chung, K. K. H., & Wang, Y. (2014, 7). Visual-spatial attention: Its relationships with literacy performance in Hong Kong Chinese children. Paper presented at the 21st Annual Meeting of Society for the Scientific Study of Reading, Santa Fe, USA
Liu, D. (2013, 7). Understanding Chinese children’s morphological awareness and its importance for word reading from error analysis. The 20th Annual Meeting of Society for the Scientific Study of Reading, Hong Kong
Liu, D., & Han, Y. (2012, 7). The better Chinese children identify the reversed nonword the better they can read: Morphological structure sensitivity?. Paper presented at the 19th Annual Meeting of Society for the Scientific Study of Reading, Montreal
Liu,D., & McBride-Chang, C. (2011, 4). Morphological processing during compound word recognition for Chinese children. Paper presented at the 2011 SRCD Biennial Conference, Montreal
Tong, X., Liu, D., Chung, K. K. H., & McBride-Chang, C. (2011, 4). Chinese word and character processing in Chinese-speaking children: Holistic or analytic?. Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada
Liu, P. D., & McBride-Chang, C. (2010, 7). How to understand morphological awareness: The relationship between morphological sensitivity and morphological awareness for third grade Chinese children. Paper presented at the Research in Reading Chinese and Related Asian Languages Conference, Toronto, Canada
Liu, P. D., McBride-Chang, C., & Zhang, J. (2010, 7). Morphological sensitivity and its associations with vocabulary acquisition in Chinese children. Poster presented at the Seventeenth Annual Meeting Society for the Scientific Study of Reading (SSSR), Berlin, Germany
Liu D. (2009, 11). The role of morphological processing on Chinese third grade children’s word reading. Paper presented at the 12th Chinese Congress of Psychology, Shandong, China
Liu, D. & McBride-Chang, C. (2009, 10). Chinese children’s processing of morphological structure information during lexical access. Poster presented at the 13th ICPEAL, Beijing, China
Liu, P. D., McBride-Chang, C., & Zhou, Y. (2009, 4). Chinese children’s morphological awareness for reading and vocabulary knowledge. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA
McBride-Chang, C., Zhou, Y., & Liu, P. D. (2009, 4). Letter knowledge and phonological processing in English word reading and vocabulary knowledge among young Chinese EFL children. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA
Liu, P. D. & McBride-Chang, C. (2008, 7). Metalinguistic awareness and vocabulary knowledge in Chinese (L1) and English (L2). Poster presented at the 20th biennial meeting of the International Society for the Study of Behavioral Development (ISSBD), Wurzburg, Germany
McBride-Chang, C., Wong, A., & Liu, P. D. (2008, 7). Early language markers of reading difficulty in Hong Kong Chinese children. Paper presented at the 6th International Conference of Cognitive Science, Seoul, Korea
Liu, D. & McBride-Chang, C. (2008, 6). Morphological processing of Chinese compounds in Chinese elementary school children. Paper presented at the 6th Chinese Psychologist Conference, Hong Kong, China
Liu, D. & McBride-Chang, C. (2007, 12). The Role of Tone Processing, Orthographic Awareness and Morphological Awareness on Hong Kong Chinese Children’s Word Recognition. Poster presented at the 12th International Conference on the Processing of East Asia Related Languages (PEARL), Tainan, Taiwan
Liu, D. & McBride-Chang, C. (2007, 11). The effect of Chinese phonological awareness on ages 5 to 6 Hong Kong Chinese children’s reading development. Paper presented at the 11th Chinese Congress of Psychology, Kaifeng, China

Project

Effects of Game-based High-Intensity Interval Training Program on the Executive Function of Children with ADHD: A Randomized Controlled Trial (GRF)
Effects of Game-based High-Intensity Interval Training on the Executive Function of Children with ADHD: A Randomized Controlled Trial
Project Start Year: 2021, Principal Investigator(s): SUN, Fenghua 孫風華 (LIU, Duo 劉鐸 as Co-Investigator)
 
Morphological Awareness and Reading among Chinese ESL Children: A Randomized Controlled Trial
Morphological awareness and reading among Chinese ESL children: A randomized controlled trial
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (LIU, Duo 劉鐸 as Co-Investigator)
 
The Dynamic Relations among Cognitive, Ecological, Psychological Factors and Reading Comprehension in Lower Grade Primary School Chinese Children: A Three-Year Longitudinal Investigation of the Compon
The dynamic relations among cognitive, ecological, psychological factors and reading comprehension in lower grade primary school Chinese children: A three-year longitudinal investigation of the componential model of reading
Project Start Year: 2021, Principal Investigator(s): LIU, Duo 劉鐸
 
Do Children Learn Chinese with Receiving Phonetic System Training Affect the Role of Auditory Temporal Processing to Reading? – A Longitudinal Study
This project proposes a longitudinal study, involving comparison groups, to trace and compare the relationship of auditory temporal processing, phonological processing, and reading performance in Hong Kong and Taiwan. The project will last two years in order to study children before their formal reading education commences, and demonstrate the impact of learning to read on receiving phonetic system training over time. More specifically, this project will (1) compare the auditory temporal processing, phonological processing, and reading performance of Hong Kong children and Taiwan children across different testing times, and (2) examine the relationships between auditory temporal processing, phonological processing, and reading performance of Hong Kong children and Taiwan children across different testing times.
Project Start Year: 2020, Principal Investigator(s): WANG LI-CHIH 王立志, LIU, Duo 劉鐸
 
Play-oriented Supporting System (POSS) for Helping Children with SpLD, Faculty Strategic Area Grant for the Strategic Area “InnoTech for SEN Students”
Play-oriented supporting system (POSS) for helping children with SpLD, Faculty Strategic Area Grant for the strategic area “InnoTech for SEN Students”
Project Start Year: 2020, Principal Investigator(s): LIU, Duo 劉鐸
 
The Effective Use of Chinese Stem-deriving Instruction for Chinese Children with Dyslexia
This project aims to explore a better way to reform teachers’ designs of Chinese stem-deriving instructions to facilitate the Chinese learning of Hong Kong children with dyslexia. This gives rise to two important questions. Could the well-controlled design of Chinese stem-deriving instruction enhance dyslexic children’s character reading? If so, it will be most effective to control the working memory loading for which domain? The outcomes of this project could lead us to know how teachers could maximize the effectiveness of Chinese stem-deriving instructions in teaching Hong Kong dyslexic children’s character reading, and the teachers could take the most effective principal we find in this project to design the Chinese lessons for their students with dyslexia.
Project Start Year: 2019, Principal Investigator(s): WANG LI-CHIH 王立志, LIU, Duo 劉鐸
 
The Deficits of Hong Kong Chinese Children with Dyslexia in Exogenous and Endogenous Visual-Spatial Attention
..
Project Start Year: 2018, Principal Investigator(s): LIU, Duo 劉鐸
 
Improving Children’s Chinese Literacy Performance by Developing an Educational Computer Game for Training Morphological Skills
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Project Start Year: 2018, Principal Investigator(s): LIU, Duo 劉鐸
 
Language and Literacy Cluster
..
Project Start Year: 2018, Principal Investigator(s): TONG, Xiuhong 佟秀紅 (LIU, Duo 劉鐸 as Team Member)
 
The deficits of Hong Kong Chinese children with dyslexia in exogenous and endogenous visual-spatial attention
The deficits of Hong Kong Chinese children with dyslexia in exogenous and endogenous visual-spatial attention
Project Start Year: 2018, Principal Investigator(s): LIU, Duo 劉鐸
 
Distinct Effects of Visual and Auditory Temporal Processing Training to Reading-related Abilities and Reading of Chinese Children with Dyslexia
Therefore, to further examine the temporal processing deficit hypothesis of Chinese children with dyslexia, the causality between temporal processing and reading will be examined in this project.
A total of 75 Chinese children with dyslexia from third- to sixth grades are expected to be recruited from Taiwan, and they will be divided into three groups by matching their ages, IQ, and gender. One of them (N=25) will receive an auditory temporal processing training for six times with 40 minutes per time, two times per week. Also, another one of them (N=25) will receive visual temporal processing training with identical intensity with auditory temporal processing training group. Finally, the last one of them (N=25) will receive no specific training during this period of time. The participants will be tested on a number of cognitive and literacy tests, including standardized tests and self-developed tasks.
The outcome of this project can not only enhance our knowledge of the temporal processing deficit hypothesis on different modalities in Chinese but also possibly transferring to the practical use in the classroom.

Project Start Year: 2016, Principal Investigator(s): WANG, Li-chih 王立志 (LIU, Duo 劉鐸 as Co-Investigator)
 
Exploring the Deficits of Hong Kong Chinese Children with Dyslexia in Different Types of Visual Search
The deficits of Hong Kong Chinese children with dyslexia in visual spatial attention will be explored by using the visual search tasks, including searching for features, feature conjunctions, symbols, and Chinese characters. The main purpose of the project is to examine the problems of children with dyslexia in basic cognitive processing, and thus could expand the current understanding of this developmental problem beyond the current focus on metalinguistic awareness.
Project Start Year: 2016, Principal Investigator(s): LIU, Duo 劉鐸
 
The Effects of Training on Visual-Spatial Attention on Improving the Reading Performance of Hong Kong Chinese Children with Typical or Poor Reading Abilities
The main purpose of this project is to design and evaluate a brief training programme for improving reading performance of children with reading problems by enhancing visual spatial attention. Most of the current literacy training programmes focused on the role of metalinguistic awareness, such as phonological awareness and morphological awareness. Few such studies tapped the role of basic cognitive abilities, such as visual spatial attention. This project could fill the research gap and make significant theoretical and practical contributions in the field.
Project Start Year: 2016, Principal Investigator(s): LIU, Duo 劉鐸
 
Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention
Literacy is vital to children’s academic achievement throughout their school years. However, most children from families with low socio-economic status (SES) are at risk of making poor progress in cognitive and language skills, thereby adversely affecting their later academic achievement. The academic achievement gap between disadvantaged and advantaged children seems to play an important role in the intergenerational transmission of poverty. The academic inequalities linked with low SES begin in early childhood and may persist and worsen over time.

Increasing evidence has found that Hong Kong preschool children from low-SES backgrounds tend to lag behind their middle-SES peers in language and literary skills. To assist at-risk children from low-SES families and provide them with opportunities to thrive academically, the proposed project intends to develop and implement early literacy intervention programmes based on home-school collaboration and education for Chinese preschool children with low SES. The project also examines the effect of SES on metalinguistic and literacy skills, as well as investigates the metalinguistic profile involved in the literacy development of children from low-SES backgrounds. A total of 240 grade 3 (K3) kindergartners will be recruited from two regions in Hong Kong and will be assigned to either the intervention or non-intervention group. Among the 180 low-SES children, 120 will be equally divided into two intervention groups: the home-school collaborative and school literacy programmes. These programmes will administer training in six domains, namely, orthographic skills, morphological skills, phonological skills, vocabulary knowledge, oral language, and simple writing skills. The remaining 60 low- and 60 middle-SES children will act as controls. We expect that children will benefit more from the home-school and school intervention conditions relative to other non-intervention conditions and would benefit more from the home-school intervention than from the school intervention conditions.

This project has theoretical and practical implications. The findings would help clarify the factors that hinder the literacy achievement of low-SES children. Moreover, the findings will assist researchers and educators in understanding the language and literacy skills of Hong Kong children from low-SES backgrounds including home environment factors and social emotional skills. The results will also practically promote home-school collaboration in the literacy development of children, promote parent/teacher and child relationship, and provide appropriate curriculum content and instructional and supporting strategies for these children. Importantly, this study will provide research-based evidence for formulating public policies and services, targeting the issues of early language and literacy intervention, poverty, and early childhood education.

Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LIU, Duo 劉鐸 as Co-Investigator)
 
Facilitating reading acquisition in Hong Kong Chinese children with an Education game
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Project Start Year: 2016, Principal Investigator(s): LIU, Duo 劉鐸
 
Unfolding the Role of Morphological Awareness in Word Learning of Chinese Children
In this project, the possible reasons about why morphological awareness (MA) is important for Chinese children’s word learning will be investigated, which include 1) the association between MA and word reading may be mediated by vocabulary knowledge and/or semantic radical awareness; 2) MA may facilitate the construction of the morphological representation in children’s mental lexicon; and 3) MA may provide extra clues for children to memorize and learn new words. This project can not only further enrich our understanding of the role of MA in Chinese children’s literacy development, but also provide important evidence for modifying the current approaches in Chinese literacy instruction.
Project Start Year: 2015, Principal Investigator(s): LIU, Duo 劉鐸
 
Unfolding the role of morphological awareness in word learning of Chinese children
Unfolding the role of morphological awareness in word learning of Chinese children
Project Start Year: 2015, Principal Investigator(s): LIU, Duo 劉鐸
 
The event-related potential study of the mental representation of in Chinese abstract compounds
Although the processing of the abstract words has been investigated in many different languages, most of these studies focused on the words but not the specific features of the words. This study will not only investigate the effect of the features including imageability ratings, affective association, but also the morpheme-word concreteness consistency (MWCC), which is a special property of Chinese compared with the alphabetic languages. The lexical decision task will be adopted in all of the three experiments. The data of the participants' respond time, accuracy and EEG activity will be recorded. The assumptions are: (1) if the imageability is high there should be no difference between the processing of the abstract and concrete words; while when the imageability is low there should be a concreteness effect; (2) the abstract words which have more affective associations will have an advantage in respond that the concrete ones, namely, there is an abstractness effect; (3) the words which have a concrete morpheme will need less time to be judged, based on which we can infer the processing of the words might be influenced by the morpheme level information. The results can help us not only investigate the mental representation of abstract words, but also find the specific processing mechanism of Chinese compounds, so that we can identify detail factors that may significantly influence the process of words.
Project Start Year: 2013, Principal Investigator(s): LIU, Duo 劉鐸
 
The Association of Visual-spatial Attention to Word Reading and Reading Difficulties in Hong Kong Chinese Children: A Three-year Longitudinal Study 香港漢語兒童視覺空間注意與詞語閱讀及閱讀困難之間的關係:一項為期三年的縱向研究
The 2-dimensional complexity of the logographic Chinese character and the crowding and no-boundary-for-word characteristics of Chinese text highlight the importance of visual-spatial attention for the reading performance of Chinese children. In the present study, the role of visual-spatial attention, which is about the attention to the spatial location of visually presented objects, on reading and reading difficulties of Hong Kong Chinese children will be investigated with a three-year longitudinal design.
Project Start Year: 2013, Principal Investigator(s): LIU, Duo 劉鐸
 
The sound of silence: Phonological coding used by deaf signers in Chinese and sign language processing
By employing techniques used in the behavioral and cognitive neuroscience studies, the project makes a further investigation on the nature and characteristics of deaf signer’s phonological coding. Via studying the issue of deaf signer’s phonological coding, the project is of essential theoretical value, propelling the current validating research to a new empirical altitude. Meanwhile, its practical value is shown by exploring a most suitable special educational mode for Chinese children who are suffering from language impediments, in particular, deaf children, so as to provide them with a more appropriate rehabilitation training.
Project Start Year: 2013, Principal Investigator(s): LU, Aitao (LIU, Duo 劉鐸 as Co-Investigator)
 
The Association of Visual-spatial Attention to Word Reading and Reading Difficulties in Hong Konh Chinese Children: A Three-year Longitudinal Study
Based on the previous pilot results, the aim of the present project is to further explore the relationship between visual-spatial attention and word reading in Hong Kong Chinese children in more details, by using multiple measures of visual-spatial attention and considering more control factors.
Project Start Year: 2012, Principal Investigator(s): LIU, Duo 劉鐸
 
Disentangling the importance of morphological awareness on Chinese words learning: task preparation
It is the purpose of this pilot study to prepare experimental and intervention materials for exploring the importance of morphological awareness in Chinese word learning.
Project Start Year: 2012, Principal Investigator(s): LIU, Duo 劉鐸
 
Visual-spatial attention towards Chinese characters: A comparison between Chinese children and adults
Both experimental and correlational approaches will be involved in this study, for exploring the nature of Chinese children’s visual-spatial attention towards language-related stimuli, and any potential importance of such processing in predicting their orthographic skill or Chinese word reading performance.
Project Start Year: 2012, Principal Investigator(s): LIU, Duo 劉鐸
 
Visual-spatial attention: Whether it is related to Hong Kong Chinese children's word reading performance
To explore the characteristics and any cross-age differences of Chinese readers on visual-spatial attention, and any potential associations of visual-spatial attention with reading performance in Chinese.
Project Start Year: 2012, Principal Investigator(s): LIU, Duo 劉鐸