Dr XIAO, Xiaoyun Moon    肖晓云 博士
Lecturer I
Department of Special Education and Counselling
Contact
Phone
(852) 2948 7954
Fax
(852) 2948 7794
Email
xyxiao@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=112008&name=XIAO, Xiaoyun Moon
Scopus ID
55807795300
Research Interests

Developmental dyslexia

Language and literacy development

Special education

 

Teaching Interests

Supporting students with Chinese dyslexia

Supporting children with Specific Learning Disabilities

Inclusive education

Personal Profile

Dr. Xiao completed her Ph.D. in developmental psychology in the Department of Psychology of the University of Hong Kong, and received her postdoctoral trainings in the Department of Special Education and Counselling and the Faculty of Education of the University of Hong Kong. Her research interests focus on dyslexia, special education, and literacy development. She contributed to the development of The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (Second Edition) in the READ & WRITE project which aimed to provide comprehensive educational support to children with reading and writing difficulties in local schools. She also contributed to the Progress in International Reading Literacy Study which is an international assessment of reading achievement of primary Grade 4 students worldwide conducted every five years from 2001.        

Research Interests

Developmental dyslexia

Language and literacy development

Special education

 

Teaching Interests

Supporting students with Chinese dyslexia

Supporting children with Specific Learning Disabilities

Inclusive education

Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Wong, W. L. S., Xiao, X. Y., & Chung, K. K. H. (2013). Issues of culture and language in developmental disorders: The case of dyslexia in Chinese learners. Marshall, C. R., Current issues in developmental disorders (151-164). Hove, East Sussex ; New York, NY: Psychology Press.

Journal Publications
Publication in refereed journal
Xiao, X. Y. (2022). How motivational constructs predict reading amount and reading achievement: the role of reading attitude and reading self-concept. Power and Education, ., .-..
Xiao, X. Y. (2022). Student, parent, home, and reading achievement. Open Journal of Modern Linguistics, 12, 518-535.
Xiao, X. Y., & Ho, C. S.-H. (2020). Modeling the relationships between language skills and sentence comprehension among Chinese junior elementary graders. Language and Literacy, 22 (2), 80-116.
Huang, H., Tse, S-k,, Chu, S.K-W., Xiao, X.-Y., Lam, J.W-y., Ng, R.H-W. & Hui, S-Y. (2019). The correlation between out-of-school and in-school reading resources with primary school students’ reading attainment. Information Research, 24(3), 24-26.
高定國, & 肖曉雲 (2015)。 英語學習者水平對英語語音加工的影響。 心理科學，2005(3)，619-621。
Tse, S. K., & Xiao, X. Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2(1), 1-24.
Chung, K. K. H., Lo, J. C. M., Ho, C. S. H., Xiao, X. Y., & Chan, D. W. (2014). Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study. Annals of Dyslexia, 64, 222-247.
Tse, S. K., Xiao, X. Y., Ko, H. W., Lam, J. W. I., Hui, S. Y., & Ng, H. W. (2014). Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students. Compare: A Journal of Comparative and International Education, 46(3), 369-393.
Xiao, X. Y., & Ho, C. S. H. (2014). Weaknesses in semantic, syntactic and oral language expression contribute to reading difficulties in Chinese dyslexic children. Dyslexia, 20(1), 74-98.
Tse, S. K., Xiao, X. Y., & Lam, W. Y. (2013). The influences of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language & Literacy, 16(2), 241-271.
肖曉雲, 馮聰, & 高定國 (2009)。 字素—音素與詞體—尾音對中國人英語語音加工的影響。 心理科學，2009(3)，531-534。
吳門吉、高定國、肖曉雲、章睿健 (2006)。 歐美韓日學生漢字認讀與書寫習得研究。 語言教學與研究，2006(6)，64-71。

Projects
Designing an electronic learning package to foster in-service teacher's collaborative-teaching skill in a teacher training course
The project is proposed to develop an electronic learning pack to be used in a teacher training course, with the aim to enhance the collaborative-teaching skills of local in-service teachers in mainstream inclusive classrooms. Teachers who teach students to learn Chinese language in local primary and secondary schools are always facing challenges to teach students with diverse learning needs especially those with dyslexia (i.e., students with specific learning difficulties in learning to read and write) in ordinary classrooms. To address this issue, the thematic course in the BAT programme was designed to empower local in-service teachers with professional skills to help dyslexic students to learn Chinese in inclusive classrooms. Given the need of the professional development of local teachers for integrated education, it is desirable to develop a learning package to assist in their learning in teacher training courses such as the thematic course described here and examine its effectiveness to address the practical difficulties experienced by teachers when catering for the needs of dyslexic learners in an inclusive school environment.
Project Start Year: 2023, Principal Investigator(s): XIAO, Xiaoyun, Moon