Dr ZHOU, Yanling   周彥玲
Assistant Professor
Department of Early Childhood Education
Phone No: (852) 2948 7386
Fax No: (852) 2948 7160
Email: ylzhou@eduhk.hk
Contact
ORCiD
0000-0002-3966-4424
Phone
(852) 2948 7386
Fax
(852) 2948 7160
Email
ylzhou@eduhk.hk
Scopus ID
46062574600
Professional Profile

Dr Yanling Zhou is a developmental psychologist and qualified primary and secondary school teacher. She worked as a language teacher and teacher trainer at primary and secondary schools for over ten years before her reserach career. Her research interests lie in the field of developmental psychology, with an emphasis on the language and literacy development of Chinese and English as both L1 and L2 in typical children and children with learning difficulties at early education settings. Taking special account of factors including underlying mechanisms of literacy acquisition and parental influence, as well as teaching pedagogies of language education.

Selected Output

Scholarly Books, Monographs and Chapters
Zhou, Yanling; Ng, Mei Lee (2016). English as a Foreign Language (EFL) and English Medium Instruction (EMI) for 3-7 year old children in East Asian contexts. V. A. Murphy; M. Evangelou, British Council Column (137-158). London: British Council.
Zhou, Y., Tong, X., Mo, J., & McBride-Chang, C. (2014). Cross-language transfer in bilingual students. A. B. Clinton, School Psychology Book Series (1-2). Washington, DC: School Psychology Book Series.
Zhou, Y.-L., Tong, X.-H., Mo, J.-H. & McBride-Chang, C. (2014). Cross-language transfer in bilingual students. Amanda B. Clinton, Assessing Bilingual Children in Context- An Integrated Approach (27-52). Washington, DC: American Psychological Association.
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.
Zhou, Y.-L. & McBride-Chang, C. (2009). Teaching English as a foreign language to young Chinese children. Jikal, R. L. & Raner, S.A., Second Language: Teaching, Learning and Assessment (27-39). New York: Nova Science Publishers.

Journal Publications
Zhou, Y. (2021). The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens. Foreign Language Annals, (In press), 1-25.
Wong, Y.K., & Zhou, Y. (2021). Effects of Metalinguistic Awareness on Chinese as a Second Language Spelling through the Mediation of Reading and Copying (doi: https://doi.org/10.1007/s11145-021-10167-0). Reading and Writing, retrieved from https://link.springer.com/article/10.1007/s11145-021-10167-0, Online publication, online.
Ju, Z., Zhou, Y., & Delmas, R. (2021). The Contributions of Separate Pinyin Skills and Oral Vocabulary to Chinese Word Reading of U.S. Mandarin Immersion Third Graders (doi: https://doi.org/10.1007/s11145-021-10150-9). Reading and Writing, retrieved from https://doi.org/10.1007/s11145-021-10150-9, Online publication, 1-21.
Wang, Y. McBride, C.,Zhou, Y., Joshi, M & Farver, J. (2017). Becoming literate in Chinese: A comparison of native and non-native speaking children. Journal of Research in Reading, n/a, n/a.
Zhou, Y.L., McBride, C., Leung, J. Wang, Y., Joshi, M & Marver, J. (2017). Chinese and English reading related skills in L1 and L2 Chinese speaking children in Hong Kong. Language and Cognitive Processes, In press, n/a.
Zhou, Y.-L. & McBride, C. (2015). The same or different: An investigation of cognitive and linguistic correlates of Chinese word reading for native and non-native Chinese speaking children. Bilingualism: Language and Cognition, Firstview article, 1-17.
Zhou, Y.-L., McBride-Chang & Wong, N. (2014). What is the role of visual skills in learning to read?. Frontiers in Psychology, 5, 776-776.
Zhou, Y.-L., McBride-Chang, C., Law, A. B.-Y., Li, T., Cheung, A.C-Y., Wong, A. M.-Y., & Shu, H. (2014). Development of reading related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 122, 75-91.
Zhou, Y. L., McBride-Chang, C., Fong, C. Y. C., Wong, T. T. Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners. Early Education and Development, 23, 475-492.
Zhou, Y.-L., McBride-Chang, C., Fong, C. Y.-C., Wong, T. T.-Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners. Early Education and Development, 23, 475-492.
McBride-Chang,C., Zhou, Y.-L., Cho, J.-R., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skills: A consequence of learning to read?. Journal of Experimental Child Psychology, 109, 256-262.

Conference Papers
Zhou, Y.-L, McBride-Chang, C. (2013, July). Chinese and English word reading in 8 and 9 year old children learning Chinese as a foreign language in Hong Kong. The 20th Annual Meeting of Society for the Scientific Study of Reading, Hong KOng.
Zhou, Y.-L., & McBride-Chang, C. (2012, October). The same or different: An investigation of cognitive and linguistic correlates of Chinese and English word reading for native and non-native Chinese speaking children. 14th International Conference on the Processing of East Asian Languages and Symposium on Brain and Communication, Nagoya, Japan.
Zhou, Y.-L., & McBride-Chang, C (2011, April). Reading different orthographies affects the development of visual skill. the Society for Research on Child Development (SRCD) conference, Montreal, Canada.
Zhou, Y.-L., McBride-Chang, C., & Wong, A. M.-Y (2010). Suspected Early language delay, early word reading difficulties, and dyslexia in Chinese children. The 13th International Conference on the processing of East Asian languages, Beijing, China.

Project

Childhood, Cooperation & Conflict: Exploring the Role of Cooperation and Conflict in Children’s Texts, Play and Peer Relations, and Implications for Social Competence and Social Cohesion
This study is concerned with cooperation and conflict in children’s texts, play and peer relations, with a view to better understanding how social cohesion begins to take shape during early childhood. The research will analyse cultural texts such as children’s picture books with thematic concerns about cooperation and conflict, and will also undertake visual ethnographies in early childhood settings in Hong Kong and Australia
Project Start Year: 2021, Principal Investigator(s): SALTMARSH, Sue Okerson (ZHOU, Yanling 周彥玲 as Co-Investigator)
 
Childhood, Schooling and Challenging Family Circumstances: Experiences and Perspectives on Supporting Children and Engaging with Parents in Times of Family Crisis
The project explores how challenging family circumstances such as parental separation, divorce and family violence impact on parent-school engagement, parental support-seeking from schools, and parental advocacy on behalf of children. The study will identify challenges for schools, and organizational practices that make the most difference to parents and children, and will lead to better understandings of how preschools and schools can best support children and parents during periods of family c . . .
Project Start Year: 2021, Principal Investigator(s): SALTMARSH, Sue Okerson (ZHOU, Yanling 周彥玲 as Co-Investigator)
 
Diversity, Equity and Social Inclusion Research Group
This proposal builds on and extends the achievements over the last two years by the Intercultural Studies Strategic Research Group in establishing a culture of collaborative research and high quality research outcomes: i) Successful grant applications on diversity: 5 of 6 GRF/ECS applications since 2017 successful (83% success rate); ii) Quality outputs: 1 co-edited book (Springer), 9 A*, 6 A journal articles by members on diversity (2 co-authored; three won awards) iii) Research collaboration: . . .
Project Start Year: 2020, Principal Investigator(s): HALSE CHRISTINE MARGARET , HUE, Ming Tak 許明得 (ZHOU, Yanling 周彥玲 as Co-Investigator)
 
Writing from the Start: The Writing Readiness Skills in Early Writing Development for L1 and L2 Chinese Speaking Kindergarten Children
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Project Start Year: 2019, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
The Copy Cat Project: Using Environmental Print to Enhance Literacy and Print Motivation Amongst L2 Chinese Speaking Preschool Children, Focusing Especially on Those Who Are Experiencing Low Levels of Socio-economic Status
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Project Start Year: 2017, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
Dialogical Reading Programme on Chinese Language and Emergent Literacy Learning in Ethnic Minority Preschool Children in Hong Kong
The proposed study aims to examine the training effects of a dialogic reading programme, coupled with or without morphological and orthographic skills, on Chinese language and emergent literacy skills in ethnic minority children who are learning Chinese as a second language (L2) in Hong Kong preschools. For young Chinese preschool L2 children living in Hong Kong, at least two challenges lie that hamper their progress in Chinese learning. First, they are acquiring oral language at the same time a . . .
Project Start Year: 2016, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
How do ethnic minority children acquire Chinese as a second language in Hong Kong local kindergarten?
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Project Start Year: 2016, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
Development of Visual, Visual-motor and Orthographic Skills in Chinese Emergent Literacy
The proposed project aims to address two essential questions regarding orthographic development in Chinese emergent literacy. What is the role of visual-motor skills in Chinese orthographic development at the emergent literacy stage? How do young Chinese children development their visual, visual-motor and orthographic skills? These questions will be answered using cross-sectional methods. In the last two decades, reading research examining early precursors of Chinese word reading has provid . . .
Project Start Year: 2015, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
Processes of children’s literacy acquisition in Chinese as a second language
In the proposed study, we will examine correlates of early word reading and writing skills in 150 second grade Hong Kong children from Nepalese, Pakistani, or Indian backgrounds who are learning Chinese (Cantonese) as a second language and as the medium of instruction at school. These associations will be compared with those 150 native Chinese second grade children from similar family backgrounds (in terms of socio-economic and education statuses). We expect to find that phonological skills, inc . . .
Project Start Year: 2014, Principal Investigator(s): Prof. McBride-Chang, Catherine A (ZHOU, Yanling 周彥玲 as Co-Investigator)
 
Visual, Orthographic and Motor Skills in Emergent Readers of Chinese as a L1 and L2 in Hong Kong Kindergartens: Behavioural and Event-related Potential (EPR) Approaches
Hong Kong children are instructed to acquire literacy skills at the beginning of the preschool (Chan, Cheng, & Chang, 2012; Tse, Li, Luo & Chan, 2013). Despite of a growing body of research identified the importance of visual, orthographic and motor skills in Chinese children’s literacy development, very few research has systematically examined these orthographic related skills in very young children. In addition, there is a growing young population of L2 Chinese learners both in Hong Kong and o . . .
Project Start Year: 2014, Principal Investigator(s): ZHOU, Yanling 周彥玲
 
Metalingusitic Skills and Vocabulary Acquisition in Preschool Children Learning Chinese as a Second Language
This proposed study examines the associations among cognitive-linguistic skills and Chinese vocabulary knowledge in native and non-native Chinese speaking bilingual children at Hong Kong international preschools. My PhD study on a overview of how children learn to read and write Chinese as a second language in third and fourth graders in Hong Kong international schools. The finding of my study has opened up a new research line and asked more questions than it has answered. One crucial question i . . .
Project Start Year: 2013, Principal Investigator(s): ZHOU, Yanling 周彥玲