Prof CHUNG, Kevin Kien Hoa    鍾杰華 教授
Chair Professor
Department of Early Childhood Education
Contact
ORCiD
0000-0002-8105-7361
Phone
(852) 2948 7760
Fax
(852) 2948 7160
Email
kevin@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=17407&name=CHUNG, Kevin Kien Hoa
Scopus ID
13302613100
Research Interests
Developmental dyslexia and other learning disabilities, language and literacy acquisition, assessment and instruction, cognitive and social-emotional development, mathematical learning, family relationships, and inclusive education.
Teaching Interests

Children and families with diverse needs, Home-School-Community partnerships, Inclusive education, and Child development

External Appointments

Reviewer (Grants)

  • General Research Fund (GRF)
  • Israel Science Foundation (ISF)
  • National Institute of Education, Singpapore (OER)
  • Social Sciences and Humanities Research Council of Canada (SSHRC)
  • Research Services and Knowledge Transfer Office, University of Macau
  • Office of Research and Knowledge Transfer, Lingnan University

Services to Community and the Professional Community

  • Honorary Consultant of Child Rehabilitation Service, Hong Kong Christian Service
  • Advisor of the Child and Adolescent Financial Education Fund Limited
  • 北區幼兒教育校長會會務顧問
  • Honorary Advisor of Academy for Professional Education and Development (APED), Heep Hong Society
  • Advisor of Anne Marden Playright Academy
  • Chairman of the Steering Committees of the Programme for International Student Assessment (PISA) 2021 in Hong Kong
  • Chairman of the Steering Committees of the Programme for International Student Assessment (PISA) 2018 in Hong Kong
  • Member of the Steering Committee on Early Childhood Development, Boys and Girls Clubs’ Association
  • Advisor of Kindergarten Support Project for The Spastics Association of Hong Kong (SAHK)
  • Member of the Advisory Committee of Learning & Teaching Expo
  • 大埔及北區幼兒教育校長會榮譽副會長
  • Member of the Working Group to review the Assessment of SpLD in reading and writing in secondary school students
  • Member of the Committee on Professional Development of Teachers and Principals (COTAP)
  • Member of the Working Group for Task group on Specific Learning Disabilities, Hong Kong Examinations and Assessment Authority
  • Member of Curriculum Development Council Committee on Early Childhood Education, Education Bureau (EDB)
  • Member of Curriculum Development Council Committee on English Language Education, Education Burea (EDB)
  • Member of the Hong Kong Specific Learning Difficulties Research Team
  • Advisor of Kindergarten Support Project for The Spastics Association of Hong Kong (SAHK)
  • Honorary Consultant of Infant Stimulation and Parent Effectiveness Training Service (ISP Service), Hong Kong Christian Service
  • Member of Advisory Committee of JC A-Connect: Jockey Club Autism Support Network, The Hong Kong Jockey Club Charities Trust
  • Member of the 2018 International Reading Expert Group – PISA project
  • Member of Advisory Board for World DIDAC Conference and Expo
  • External academic advisor of the Master of Social Sciences in Psychology of Education, the Department of Applied Social Studies, College of Liberal Arts & Social Sciences, City University of Hong Kong
  • PhD/MPhil external examiner of the Chinese University of Hong Kong and the University of Hong Kong



Other Activities

(3Es 情+社同行計劃) 的《華人幼兒情緒社交能力量表 (CICSEC)》奪得 iCAN 2021 的銀獎及特別獎


香港教育大學承蒙李國賢兒童基金捐助，推出的「3Es 情+社同行計劃」《華人幼兒情緒社交能力量表 (CICSEC)》早前奪得 International Invention Innovation Competition in Canada, iCAN 2021 的銀獎及特別獎以及International Innovation and Invention Competition (IIIC 2021)的金獎。而相關量表以及3Es 情+社課程能夠有助幼兒教育工作者深入了解兒童發展進度，並培養幼兒情緒表達、情緒管理、認知控制和同理心及利他行爲四大情緒社交技巧！教材套已於多間本地幼稚園推行，成效顯著。


https://www.youtube.com/watch?v=nbECBhJ4sXM


https://www.youtube.com/watch?v=hMbd91XbG_Y

Personal Profile
  • Kevin is a Chair Professor of Child Development and Special Education and Director of the Centre for Child and Family Science at the Education University of Hong Kong (EdUHK). He is an educator, psychologist, and economist. He received his Ph.D., Grad Dip Asian Studies., B.A/B.Ed. (1st Hons) from the University of New South Wales, Australia. He completed a post-doctoral fellowship in the Department of Psychology at the University of Hong Kong.
  • He was the Head of Department for the Department of Early Childhood Education from July 2014 to December 2019 and the Department of Special Education and Counselling from July 2011 to June 2014 at EDUHK. He previously served as an Associate Dean (Research) from 2008 to 2010 at the Faculty of Education Studies and as a Coordinator, Key Research Area (KRA): Learning and Assessment at the Hong Kong Institution of Education (HKIED). Before joining the Institute, he was an Assistant Professor and Program Director of the Master of Education (Special and Inclusive Education), Faculty of Education at the University of Hong Kong (HKU). 
  • Kevin was also a high school teacher in Sydney, Australia. He also worked at the Australian Bureau of Statistics, QED, and ING Insurance Company for several years before embarking on an academic career.
  • His research and teaching focus on developmental dyslexia and other learning disabilities, literacy acquisition, assessment and instruction, cognitive and social-emotional development, and family relationships. 
  • Kevin has published widely in the areas of reading difficulties, reading and writing, psycholinguistics, child development, educational psychology, and family relationships. He serves on the editorial boards of the top-ranked journals in his field.
  • He is listed among the world's top 2% of scientists by Stanford University.
  • Kevin was appointed the Yin Shu-Tien Educational Honorary Professor at the National Tsing Hua University, Taiwan.
  • As a principal investigator, Kevin received around HK$312 million in funding from 7 General Research Fund, 3 Quality Education Fund, 1 Standing Committee on Language Education and Research (SCOLAR), 7 Hong Kong Jockey Club Charities Trust, and 3 Simon K Y Lee Foundation. As a co-investigator, he has been involved in 1 Collaborative Research Equipment Grant, 2 Collaborative Research Fund, 1 Theme-based Research Scheme, 5 Health and Medical Research Fund, 12 General Research Fund, 3 Quality Education Fund, and 1 SCOLAR.
  • Kevin received the President’s Award for Outstanding Performance in Research (Research Excellent Award) from EdUHK and the President’s Award for Outstanding Performance in Knowledge Transfer (Team Award). Dr. Ian Lam and Kevin also won the 2021 iCAN Silver Medal, Special Award, and the International Innovation and Invention Competition (IIIC 2021) Gold Medal for the development of a screening tool-The Chinese Inventory of Children’s Socioemotional Competence (CICSEC).
  • Kevin has served on several editorial boards and authored or co-authored over 180 journal articles. He has given talks on his work in China, Hong Kong, Korea, Japan, Singapore, Australia, Europe and the United States. He published journal articles on dyslexia in Chinese and English, literacy, children’s cognitive and social-emotional development, teacher mental health, and family relationships.
  • Kevin has contributed to developing and implementing standardized assessment tests for Hong Kong psychologists to diagnose children and adolescents with dyslexia. He has also contributed to developing and implementing 3Es: Tiered Intervention Model on social-emotional development and standardized assessment in kindergartens. Since 2019, the 3Es has been used by the Education Bureau as an enrichment curriculum to promote the social-emotional competence of young children in Hong Kong. 
  • He is elected Fellow of the Association for Psychological Science (APS), a Fellow of the International Academy for Research in Learning Disabilities, a Voting Member of the Society for the Scientific Study of Reading, and an elected President and Board Member of the Association for Reading and Writing in Asia. 
  • Kevin serves as a consultant and advisor on large-scale research and development projects such as PISA 2018. He was a Core Member of the 2018 International Reading Expert Group – Programme for International Student Assessment (PISA) project and Chairperson of the Steering Committee of the PISA 2018, PISA 2021, and PISA 2025 in Hong Kong. He is a Specialist of the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ). He also offers advice to government departments, higher education institutions, and NGOs both regionally and internationally.
  • Guest editor, Early Education and Development, 33 (5), 2022. Special issue on "Studying children's social-emotional development in school and at home through a cultural lens."
Research Interests
Developmental dyslexia and other learning disabilities, language and literacy acquisition, assessment and instruction, cognitive and social-emotional development, mathematical learning, family relationships, and inclusive education.
Teaching Interests

Children and families with diverse needs, Home-School-Community partnerships, Inclusive education, and Child development

External Appointments

Reviewer (Grants)

  • General Research Fund (GRF)
  • Israel Science Foundation (ISF)
  • National Institute of Education, Singpapore (OER)
  • Social Sciences and Humanities Research Council of Canada (SSHRC)
  • Research Services and Knowledge Transfer Office, University of Macau
  • Office of Research and Knowledge Transfer, Lingnan University

Services to Community and the Professional Community

  • Honorary Consultant of Child Rehabilitation Service, Hong Kong Christian Service
  • Advisor of the Child and Adolescent Financial Education Fund Limited
  • 北區幼兒教育校長會會務顧問
  • Honorary Advisor of Academy for Professional Education and Development (APED), Heep Hong Society
  • Advisor of Anne Marden Playright Academy
  • Chairman of the Steering Committees of the Programme for International Student Assessment (PISA) 2021 in Hong Kong
  • Chairman of the Steering Committees of the Programme for International Student Assessment (PISA) 2018 in Hong Kong
  • Member of the Steering Committee on Early Childhood Development, Boys and Girls Clubs’ Association
  • Advisor of Kindergarten Support Project for The Spastics Association of Hong Kong (SAHK)
  • Member of the Advisory Committee of Learning & Teaching Expo
  • 大埔及北區幼兒教育校長會榮譽副會長
  • Member of the Working Group to review the Assessment of SpLD in reading and writing in secondary school students
  • Member of the Committee on Professional Development of Teachers and Principals (COTAP)
  • Member of the Working Group for Task group on Specific Learning Disabilities, Hong Kong Examinations and Assessment Authority
  • Member of Curriculum Development Council Committee on Early Childhood Education, Education Bureau (EDB)
  • Member of Curriculum Development Council Committee on English Language Education, Education Burea (EDB)
  • Member of the Hong Kong Specific Learning Difficulties Research Team
  • Advisor of Kindergarten Support Project for The Spastics Association of Hong Kong (SAHK)
  • Honorary Consultant of Infant Stimulation and Parent Effectiveness Training Service (ISP Service), Hong Kong Christian Service
  • Member of Advisory Committee of JC A-Connect: Jockey Club Autism Support Network, The Hong Kong Jockey Club Charities Trust
  • Member of the 2018 International Reading Expert Group – PISA project
  • Member of Advisory Board for World DIDAC Conference and Expo
  • External academic advisor of the Master of Social Sciences in Psychology of Education, the Department of Applied Social Studies, College of Liberal Arts & Social Sciences, City University of Hong Kong
  • PhD/MPhil external examiner of the Chinese University of Hong Kong and the University of Hong Kong



Other Activities

(3Es 情+社同行計劃) 的《華人幼兒情緒社交能力量表 (CICSEC)》奪得 iCAN 2021 的銀獎及特別獎


香港教育大學承蒙李國賢兒童基金捐助，推出的「3Es 情+社同行計劃」《華人幼兒情緒社交能力量表 (CICSEC)》早前奪得 International Invention Innovation Competition in Canada, iCAN 2021 的銀獎及特別獎以及International Innovation and Invention Competition (IIIC 2021)的金獎。而相關量表以及3Es 情+社課程能夠有助幼兒教育工作者深入了解兒童發展進度，並培養幼兒情緒表達、情緒管理、認知控制和同理心及利他行爲四大情緒社交技巧！教材套已於多間本地幼稚園推行，成效顯著。


https://www.youtube.com/watch?v=nbECBhJ4sXM


https://www.youtube.com/watch?v=hMbd91XbG_Y

Research Outputs
Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., Tsang, S. M., Lee, S. H., & Cheng, R. W. Y. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (2nd ed.). Hong Kong: Hong Kong Specific Learning Difficulties Research Team..
Chung, K. H. K., Ho, C. S. H., Chan, D. W. O., Tsang, S. M., Lee, S. H., & Cheng, R. W. Y. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students. Hong Kong Specific Learning Difficulties Research Team.
Chung, K. H. K., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students. Hong Kong Speicifc Learning Difficulties Research Team.
Chapter in an edited book (author)
Chung, K. K. H. (2022). Dyslexia in education in Hong Kong. In G. Elbeheri & L. Siang (Eds.), The Routledge international handbook of dyslexia in education (109-118). London, UK: Routledge. https://doi.org/10.4324/9781003162520.
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.
Cheung, K.C., Kwong, E., & Chung, K.K.H. (2018). Leading the way in supporting children with additional needs. In Kennedy. J.K and Lee. J. C-K (Eds.),, Routledge International Handbook of Schools and Schooling in Asia, London: Routledge (527-530). Hong Kong: ..
Chung, K.K.H. (2018). Supporting children with dyslexia and late-emerging reading difficulties.. In Kennedy. J.K and Lee. J. C-K (Eds.), Routledge International Handbook of Schools and Schooling in Asia, London: Routledge (531-540). Hong Kong: ..
Chu, S. S. W., & Chung, K. K. H. (2017). Ka-ho, a case study of a Chinese adolescent with dyslexia.. In Anderson, P. L., & Meier-Hedde, R. (Eds.), Dyslexia in Adolescence: Global Perspectives (68-86). Hong Kong: New York: Routledge.
Chung, K.K.H. (2015). Behavioural self-regulation and its contribution to reading among Chinese poor readers. Chung, K.K.H., Asia Pacific Journal of Developmental Differences 2(1) (5-25). Singapore: DAS.
Chung, K.K.H. (2015). Socioeconomic Status and Academic Achievement. In: James D. Wright (editor-in-chief), International Encycolopedia of the Social & Behavioral Sciences, 2nd edition, Vol 22 (924-930). Oxford: Elsevier.
Chung, K.K. H (2014). Developmental dyslexia in Chinese.. In D.M. McInerney (Ed.), Educational Psychology: Constructing Learning (6th Edition) (264-267). Sydney: Pearson. (8th ed.,),Sydney: Pearson.
Ho, C.S-H., Wong, Y. K., Lo, C. M., Chan, D.W., Chung, K.K.H., & Lo, S.C. (2014). Helping children with reading disability in Chinese: The response to intervention approach with effective evidence-based curriculum. In X. Chen, Q. Wang, Y. C. Luo (Ed.), Reading Development and Difficulties in Monolingual and Bilingual Chinese Children (103-124). New York: London: Springer..
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.
Chu, S. S. W., Chung, K. K. H., & Ho, F. C (2011). Ka-ho, a case study of dyslexia in China.. In P. L. Anderson, & R. Meier- Hedde (Eds.), International Case Studies of Dyslexia (46-64). New York: Routledge.
Chung, K. K. H. (2010). Meeting students with special educational needs. In L.-F. Zhang, J. Biggs, & D. Watkins. (Eds.), Understanding the learning and development of Asian students: What the 21st century teacher needs to know. (pp.143-166). Singapore: Pearson Education.
Chung, K. K. H. (2008). Supporting Chinese Learners with developmental dyslexia. In C. Forlin (Ed.), Catering for Learners with Divers Needs: An Asia-Pacific Focus - Marden Professional Development Program (pp.61-69). Hong Kong: The Hong Kong Institute of Education.
Edited book (editor)
Chung, K. K. H., Yuen, K. C. P., & McInerney, D. M. (Eds.) (2014). Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives.. Charlotte, NC: Information Age Publishing.

Journal Publications
Publication in refereed journal
Lee, S.Y.A., Fung, W.K., Chung, K.K.H (2024). Reciprocal relationships between early childhood education teachers’ well-being and self-efficacy: A cross-lagged panel design. Asia-Pacific Education Researcher, 33, 603-614. https://doi.org/10.1007/s40299-023-00756-8
Lee, A.S.Y., Fung, W.K., Datu, J.A.D., & Chung, K.K.H. (2024). Well-being profiles of pre-service teachers in Hong Kong: Associations with teachers’ self-efficacy during the COVID-19 pandemic. Psychological Reports, 127 (3), 1009-1031. https://doi.org/10.1177/00332941221127631
Liu, C.C., & Chung, K.K.H. (2024). Impacts of home literacy environment on children’s English language learning as a second language. European Journal of Psychology of Education, 39, 1421- 1439. https://doi.org/10.1007/s10212-023-00745-x
Fung, W.K., & Chung, K.K.H. (2024). Interrelationships among parental play belief, household playfulness, school play behaviors, and social competence of kindergarten children. Journal of Leisure Research, 54, 546-566. https://doi.org/10.1080/00222216.2023.2297251
Lee, A.S.Y., Datu, J.A.D., Chung, K.K.H., Fung, W.K., Cheung, R.Y.M. (2024). Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong. Family Process. https://doi.org/10.1111/famp.12979
Fung, W. K., & Chung, K. K. H. (2023). Association between children’s home play opportunity and school readiness: Object and social mastery motivation as mediators?. Early Education and Development. https://doi.org/10.1080/10409289.2022.2153354
Fung, W.K., & Chung, K.K.H. (2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social–emotional competence as potential mediators. Journal of Experimental Child Psychology, 234, Article 105712. https://doi.org/10.1016/j.jecp.2023.105712
Chan, K., Chung, K.K.H., & Lam, C.B. (2023). What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia?. Dyslexia, 29(4), 369-384. https://doi.org/10.1002/dys.1748
Chung, K. K. H., Lam, C. B., Chan, K. S.-C., Lee, A. S. Y., Liu, C., & Wang, L.-C. (2023). Are general anxiety, reading anxiety, and reading self-concept linked to reading skills among Chinese adolescents with and without dyslexia?. Journal of Learning Disabilities, 57(2), 106- 119. https://doi.org/10.1177/00222194231181914
Fung, W. K., & Chung, K. K. H. (2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2023.2200018
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2023). The longitudinal associations of household economic pressure and home chaos with children’s executive functioning, word reading, and school readiness. Child & Youth Care Forum. https://doi.org/10.1007/s10566-023-09733-0
Lam, C. B., & Chung, K. K. H. (2023). Maternal warmth moderates the longitudinal associations of family economic pressure with early reading and writing skills among Chinese children. Learning and Individual Differences, 101, Article 102246. https://doi.org/10.1016/j.lindif.2022.102246
Fung, W. K., & Chung, K. K. H. (2022). Parental play supportiveness and kindergartners’ peer problems: Children's playfulness as a potential mediator. Social Development, 4, 1126- 1137. https://doi.org/10.1111/sode.12603
Fung, W. K., & Chung, K. K. H. (2022). Overexcitabilities and creative potential in the kindergarten context: The mediating role of children's playfulness. Thinking Skills and Creativity, 46, Article 101197. https://doi.org/10.1016/j.tsc.2022.101197
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2022). Parental self-efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization. Family Process, 61(2), 779- 791. https://doi.org/10.1111/famp.12688
Lam, C. B., Lam, S. C., & Chung, K. K. H. (2022). Linking maternal involvement in child online learning to child adjustment during the COVID-19 pandemic: The moderating role of maternal mindfulness. Journal of Social and Personal Relationships, 39(6), 1759-1767. https://doi.org/10.1177/02654075211066617
Liew, J., Chung, K. H. H., & Lam, C. B. (2022). If culture is all around us, where is it in our theories and our research?. Early Education and Development, 33(5), 739-745. https://doi.org/10.1080/10409289.2022.2078618
Liu, C., Chung, K. K. H., & Tang, P. M. (2022). Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence. Educational Psychology, 42(5), 530- 548. https://doi.org/10.1080/01443410.2022.2060497
Sun, Y., Lam, C. B., & Chung, K. K. H. (2022). Being hopeful and mindful during adversity: A longitudinal study on college students' adjustment during COVID-19. Mindfulness, 13(1), 1499-1509. https://doi.org/10.1007/s12671-022-01892-w
Chung, K. K. H., Li, X., Lam, C. B., Fung, W. K., & Liu, C. (2022). What predicts first- and second-language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research & Practice, 37(2), 85- 99. https://doi.org/10.1111/ldrp.12275
Liu, C., & Chung, K. K. H. (2022). Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading. Early Childhood Research Quarterly, 60, 1-12. https://doi.org/10.1016/j.ecresq.2021.12.009
Lin, S-Y., & Chung, K. H. H. (2022). Chronotype and trait self-control as unique predictors of sleep quality in Chinese adults: The mediating effects of sleep hygiene habits and bedtime media use. PLoS ONE, 17, 0-0. https://doi.org/10.1371/journal.pone.0266874
Liu, C., & Chung, K. K. H. (2022). Bidirectional relations among paired associate learning, language-specific skills and Chinese word reading in kindergarten Children. Early Education & Development, 33(4), 723-738. https://doi.org/10.1080/10409289.2021.1912549
Li, X., Lam, C. B., & Chung, K. K. H. (2022). Linking mindfulness to psychological, parenting, and family well-being: An actor-partner interdependence approach. Mindfulness, 13, 1281- 1291. https://doi.org/10.1007/s12671-022-01875-x
Cheung, S. K., Cheng, W. Y., Cheung, R. Y., Lau, E. Y. H., & Chung, K. K. H. (2022). Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking. Learning and Individual Differences, 94, 102127.
Chung, K. K. H., Li, X., Lam, C. Y. Z., Lam, C. B., Fung, W. K., & Lai, P. Y. P. (2022). The effects of bilingual reading program on Chinese children from low socioeconomic status families. Early Education and Development, 33(2), 204-218. https://doi.org/10.1080/10409289.2021.1891803
Wang, L-C., & Chung, K. K. H. (2022). Do Taiwanese undergraduate students with SLD use different learning strategies than students without these disabilities?. Learning Disabilities Research & Practice, 37(1), 6-17. https://doi.org/10.1111/ldrp.12269
Lam, C. B., Lam, C. S., & Chung, K. K. H. (2022). Does mindfulness moderate the link of worry about COVID-19 with adjustment? An actor-partner interdependence model approach. Mindfulness, 13(3), 627- 636. https://doi.org/10.1007/s12671-021-01818-y
Lam, C. B., Lam, C. S., Li, X., & Chung, K. K. H. (2022). Linking social-emotional competence to behavioral and academic adjustment among Chinese kindergarten children: A multilevel approach. Early Education and Development, 33 (5), 627- 636. https://doi.org//10.1080/10409289.2021.1979836
Fung, W. K., Chung, K. K. H., & He, M. W.‐J. (2021). Association between children’s imaginational overexcitability and parent‐reported creative potential: Cognitive and affective play processes as potential mediators. Journal of Creative Behavior, 55(4), 962-969.
Fung, W.-K., & Chung, K. K.-H. (2021). The direct and indirect relationships among kindergarten children’s social mastery motivation, receptive vocabulary, and socioemotional skills. Current Psychology, 40, 5559-5566.
Lin, S.-Y., & Chung, K. K. H. (2021). Risk perception, perception of collective efficacy and sleep quality in Chinese adults during COVID-19 pandemic in Hong Kong: A cross-sectional study. International Journal of Environmental Research and Public Health, 18(21), 00-00.
Capio, C. M., Ng, C. S. M., Chung, K. K. H., & Sit, C. H. P. (2021). Evaluation of a school-based dissemination of the movement guidelines for young children in Hong Kong: Study protocol. Archives of Public Health, 79. https://doi.org/10.1186/s13690-021-00705-1
Liu, C., & Chung, K. K. H. (2021). The relationships between paired associate learning and Chinese word writing in kindergarten children. Reading and Writing, 34(8), 2127-2148.
Cheung, R. Y. M., Cheng, W. Y., Li, J. B., Lam, C. B., & Chung, K. K. H. (2021). Parents’ Depressive Symptoms and Child Adjustment: the Mediating Role of Mindful Parenting and Children’s Self-Regulation. Mindfulness, 12, 2729-2742.
Fung, W. K., & Chung, K. K. H. (2021). Associations between overexcitabilities and playfulness of kindergarten children. Thinking Skills and Creativity, 40, 00-00.
Cheng, W. Y., Cheung, R. Y. M., & Chung, K. K. H. (2021). Understanding adolescents’ perceived social responsibility: The role of family cohesion, interdependent self-construal, and social trust. Journal of Adolescence, 89, 55-62.
Lam, C. B., McHale, S. M., Lam, C. S., Chung, K. K. H., & Cheung, R. Y. M. (2021). Sibling relationship qualities and peer and academic adjustment: A multi-informant longitudinal study of Chinese families.. Journal of Family Psychology, 35, 584-594.
Sun, Y., Lam, C. B., & Chung, K. K. H. (2021). Child emotion knowledge moderates the longitudinal associations of maternal reactions to child negative emotions with child social competence 0893-3200. Journal of Family Psychology, 35, 671–679., 35, 671-679.
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, J., Wu, K. C., Mo, J., Wong, W. L., Siu, T. S. C., McBride, C., . . . Maurer, U. (2021). Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training. Developmental Science, 24(3), 00-00.
Wang, L.-C., Li, X., & Chung, K. K. H. (2021). Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities. Annals of Dyslexia, 71(1), 103-126.
Lam, C. B., McHale, S. M., Lam, C. S., Chung, K. K. H., & Cheung, R. Y. M. (2021). Maternal differential treatment and child socioemotional competence: A multi-informant longitudinal study of Chinese families.. Journal of Social and Personal Relationships, 38, 1046-1065.
Bi, S. S., Lam, C. B., & Chung, K. K. H. (2021). Sibling relationships and civic development: A longitudinal study of Chinese young adults. International Journal of Psychology, 56, 138-142.
Fung, W. K., & Chung, K. K. H. (2021). The Roles of Social Mastery Motivation and Parental Response in Preschoolers’ Vocabulary Knowledge and Self-regulation. Early Child Development and Care, 191(1), 21-35. https://doi.org/10.1080/03004430.2019.1596902
Fung, W. K., & Chung, K. K. H. (2021). The roles of social mastery motivation and parental response in preschoolers’ vocabulary knowledge and self-regulation. Early Child Development and Care, 191(1), 21-35.
Ng, C. S. M., Chai, W., Chan, S. P., & Chung, K. K. H. (2021). Hong Kong preschool teachers' utilization of culturally responsive teaching to teach Chinese to ethnic minority students: A qualitative exploration. Asia Pacific Journal of Education, ahead of print, 1-20.
Sun, Y., Lin, S.-Y., & Chung, K. K. H. (2020). University students’ perceived peer support and experienced depressive symptoms during the COVID-19 pandemic: The mediating role of emotional well-being.. International Journal of Environmental Research and Public Health, 17, 9308.
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Mathematics, executive functioning, and visual–spatial skills in Chinese kindergarten children: Examining the bidirectionality. Journal of Experimental Child Psychology, 199, 00-00.
Chung, K. K. H., Lam, C. B., & Leung, C. O. Y (2020). Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia. Reading and Writing. Reading and Writing, 33(7), 1721-1743.
Yang, X., McBride, C., Ho, C. S. H, & Chung. K. K. H. (2020). Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic. Reading and Writing, 33(7), 1679-1699.
Cheung, R. Y. M., Chan, L. Y., & Chung, K. K. H. (2020). Emotion dysregulation between mothers, fathers, and adolescents: Implications for adolescents' internalizing problems.. Journal of Adolescence, 83, 62-71.
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020). Executive functioning and word reading in Hong Kong Chinese children: A one-year longitudinal perspective. Journal of Research in Reading, 43(3), 382-393.
Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children's school readiness and emotional regulation. Social Development Issues, 29(3), 801-817.
Chung, K. K. H., Lam, C. B., & Liew. J (2020). Studying Children's Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927-929.
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, .-..
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2020). Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading, 43(2), 201-228.
Chung, K. K. H., & Lam, C. B. (2020). Cognitive-linguistic skills underlying word reading and spelling difficulties in Chinese adolescents with dyslexia. Journal of Learning Disabilities, 53(1), 48-59.
Fung, W.‑K., & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33(2), 377-397.
Sun, Y., Lam, C. B., Chan, K. K. S., Li, J. B., & Chung, K. K. H. (2020). Trait Mindfulness Moderates the Longitudinal Association of Family Financial Strain with Perceived Cognitive Difficulties. Mindfulness, 11, 1267-1274.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2020). Writing motivation and performance in Chinese children. Reading and Writing, 33, 427-449.
Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, M., & Fung, W. K. (2020). Development and Validation of the Chinese Inventory of Children's Socioemotional Competence (CICSEC). Early Education and Development, 31, 854-872.
Liu, C., Cheung, S. K., Chung, K. K. H., McBride, C., Lam, C. B. I., & Li, X. (2020). The roles of executive functioning and oral language skills in young Chinese children's arithmetic competence. Learning and Individual Differences, 77, 101810.
Liu, C., Chung, K. K. H., & Fung, W. K. (2019). Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school. Contemporary Educational Psychology, 59, 101779.
Li, X., Lam, C.B., Chung, K.K.H. (2019). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators. Journal of Developmental and Physical Disabilities, 32, 323-338.
Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2019). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study.. Journal of Early Childhood Teacher Education, online, 1-22.
Liu, C., Chung, K.K.H., & Fung, W.K. (2019). Bidirectional Relationships between Children’s Executive Functioning, Visual Skills, and Word Reading Ability during the Transition from Kindergarten to Primary School. Contemporary Educational Psychology, 59 (101779), 1-9.
Fung, W. K., Chung, K. K. H., & Cheng, R. W. Y. (2019). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30(2), 280-293.
Fung, W. K., Chung, K. K. H., & Cheng, R. W. Y. (2019). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills.. Early Education and Development, 30(2), 280-293.
Li, X., Lam, C. B., Chung, K. K. H., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities.. American Journal of Orthopsychiatry, 89(2), 212-221.
Yang, X., Chung, K. K. H., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children.. Educational Psychology, 39(5), 678-704.
Cheung, R. Y. M., Leung, M. C., Chung, K. K. H., & Cheung, H. Y. (2018). Family risks and child adjustment in Chinese contexts: Testing the mediating role of emotional intelligence. Journal of Child and Family Studies, 27(12), 3887-3896.
Chung, K.K. H., Lo, C.M., & McBride, C. (2018). Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics.. Annals of Dyslexia, 68(3), 229-250.
Tong, X., McBride, C., Ho, C.S.H, Waye, M. M., Chung, K.K.H., Wong, S.W.L. & Chow, B.W.Y. (2018). Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing, 31(8), 1765-1786.
Lam, C. B., Chung, K. K. H., Tam, C. Y. S., & Li, X. (2018). The Link between Coparenting Cooperation and Child Social Competence: The Moderating Role of Child Negative Affect. Journal of Family Psychology, 32, 692-698.
Wang, L. C. A., & Chung, K. K. H. (2018). Comorbidities in Chinese children with attention deficit/hyperactivity disorder and reading disabilities. Dyslexia, 24(3), 276-293.
Kwong, S. C., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence. Early Childhood Research Quarterly, 44, 275-287.
Lam, C. B., Chung, K. K. H., & Li, X. (2018). Parental warmth and hostility and child executive function problems: A longitudinal study of Chinese families.. Frontiers in Psychology, 9, 1063-1063.
Kalindi, S. C., & Chung, K. K. (2018). The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia. Frontiers in Psychology, 9, .-..
Chung, K. K. H., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children.. Reading and Writing, 31, 155-171.
Wong, S.W.L., Mok, P.P.K., Chung, K.K.-H., Leung, V.W.H., Bishop, D.V.M., & Chow, B.W.-Y. (2017). Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates. TESOL Quarterly, 51(1), 7-31.
Wong, S.W.L., Tsui, J.K.Y., Chow, B.W.-Y., Leung, V.W.H., Mok, P., & Chung, K.K.-H. (2017). Perception of native English reduced forms in adverse environments by Chinese undergraduate students. Journal of Psycholinguistic Research, 46(5), 1149-1165.
Lam, C. B., & Chung K. K. H. (2017). Associations of sleep problems with externalizing behaviors and pre-academic performance: The moderating role of family socioeconomic status.. Infant and Child Development, 26, 2026-2026.
Tong, X., McBride, C., Ho, C. S.-H., Waye, M. M. Y., Chung, K. K. H., Wong, S. W. L., & Chow, B.W.Y. (2017). Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing, 31, 1-22.
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K.H. (2017). A simple view of writing in Chinese. Reading Research Quarterly. Reading Research Quarterly, 52(3), 333-355.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.H. (2017). The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades. Applied Psycholinguistics, 38(1), 211-231.
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.
Chung, K.K.H. (2017). Understanding developmental dyslexia in Chinese: linking research to practice.. Asia Pacific Journal of Developmental Differences, 4,1, 3-15.
Chung, K.K.H., Liu, H.Y., McBride, C., Wong, A.M.Y., Lo, J.C.M. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children.. An International Journal of Experimental Educational Psychology, 37,4, 402-420.
Lo, L.Y., Ho, C.S.H., Wong, Y.K., Chan, David W.O., Chung, K.K. H. (2016). Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children. Journal of Psycholinguistic Research. Journal of Psycholinguistic Research, 46(6), 1287-1300.
Yeung, P.S., Ho, C.S.H., Chan, David W.O., Chung, K.H.H. (2016). Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals.. Reading and Writing, Vol. 9, Issue 9, 1935-1958.
Tong, X., Lo, J. C., McBride, C., Ho, C. S., Waye, M. M., Chung, K. K. H., Wong, S. W., Chow, B. W. (2016). Coarse and fine N1 tuning for print in younger and older Chinese children: Orthography, phonology, or semantics driven?. Neuropsychologia, 91, 109-119.
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.
Tong X., Maurer U., Kevin K.H. Chung, McBride, C. (2016). Neural specialization for print in Chinese-English language learners. Journal of Neurolinguistics, 38, 42-55.
Siu, C. T. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016). Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children. Learning and Individual Differences, 47, 61-69.
Tong, X., Lo, J. C. M., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., & Chow, B. W. Y. (2016). Coarse and Fine N1 Tuning for Print in Younger and Older Chinese Children: Orthography, Phonology, or Semantics Driven?. Neuropsychologia, 91, 109-119.
Tong, X., Maurer, U; Chung, K., & McBride, C. (2016). Neural specialization for print in Chinese-English language learners. Journal of Neurolinguistics, 38, 42-55.
Kalindi, S., McBride, C., Chan, S., Chung, K. K H., Lee, C-Y., & Tong, X. (2016). A short test of word recognition for English language learners. Child Studies in Asia-Pacific Contexts, 5, 95-105.
Siu, C. T. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016). Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children. Learning and Individual Differences, 47, 61-69.
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K.H. (2016). A componential model of reading in Chinese. Learning and Individual Differences, 45, 11-24.
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, 307-324.
Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of dyslexia, 65(2), 53-68.
Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of dyslexia, 65(2), 53-68.
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., 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.
Kalindi, S., McBride-Chang, C., Chan, S., Chung, K. K. H., Lee, C-Y., Maurer, U., & Tong, X. (2015). A short test of word recognition for English language learners. Child Studies in Asia-Pacific Contexts, 5(2), 95-105.
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Kalindi, S., McBride, C., Chan, S., Chung, K., Lee, C-Y., & Tong, X. (2015). A Short Test of Word Recognition for English Language Learners. Child Studies in Asia-Pacific Contexts., 5(2), 95-105.
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Liu, D., Chung, K. K. H., & McBride, C. (2015). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 00(00), 1-24.
Tong, X., McBride, C., Zhang, J., Chung, K. K. H., Lee, C.-Y., Shuai, L., Tong, X. (2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking Children.. Brain and Language, 138, 61-70.
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.
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Tong, X., McBride, C., Lee, C. Y., Zhang, J., Shuai, L., Maurer, U., & Chung, K. K. (2014). Segmental and Suprasegmental Features In Speech Perception in Cantonese‐Speaking Second Graders. Psychophysiology, 51(11), 1158-1168.
Tong, X., McBride, C., Zhang, J., Chung, K. K., Lee, C. Y., Shuai, L., & Tong, X. (2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking children. Brain and language, 138, 61-70.
Yeung, P. -S., Ho, C. S. -H., Chan, D. W., & Chung, K. K. -H. (2014). What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades?. Dyslexia, 20 (2), 119-145.
Yeung, P. -s., Ho, C. S. -h., Chan, D. W. -o., & Chung, K. K. -h. (2013). Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students. Discourse Processes, 50(7), 498-529.
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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.
Chung, K. K. H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2013). Contributions of syntactic awareness to reading in Chinese-speaking adolescent readers with and without dyslexia. Dyslexia, 19(1), 11-36.
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Ho, C.S.-H., Wong, Y.-K., Yeung, P.-S., Chan, D. W., Chung, K. K. -H., Lo, S. -C., & Hui, L. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25, 857-886.
Chik, P.P., Ho, C.S.-H., Yeung, P., Chan, D.W., Chung, K.K.-H., Hui, L., Lo, L., & Lau, W.S. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25, 679-699.
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Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S.-M., & Lee, S.-H. (2010). Teachers' checklist on reading-related behavioral characteristics of Chinese primary students: A Rasch measurement model analysis.. Australian Journal of Learning Difficulties, 15, 151-170.
Chung, K. K. H., & Ho, C. S.-H. (2010). Dyslexia in Chinese language: An overview of research and practice.. Australian Journal of Learning Diffculties, 15, 213-224.
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.
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.
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., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic versus 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.
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S.-H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102 (2), 367-380.
Chung, K. K. H., & Ho, C. S. H. (2010). Second language learning difficulties in Chinese children with dyslexia: What are the reading-related cognitive skills that contribute to English and Chinese word reading?. Journal of Learning Disabilities, 43 (3), 195-211.
Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S.-M., & Lee, S.-H. (2010). Teachers' checklist on reading-related behavioral characteristics of Chinese primary students: A Rasch measurement model analysis. Australian Journal of Learning Difficulties, 15, 151-170.
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Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic Versus 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(4), 466-478.
Cheung, H., Chung, K. K. H., Wong, W. L. W., Chang, M. C., Trevor, B. P., & Ho, S. H. C. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50 (6), 726-733.
Chung, K. H. K. (2008). What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters?. Learning and Instruction, 18, 96-108.
Chung, K. K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S. H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58, 15-35.
Chan, D. W., Ho, C. S. H., Tsang, S. M., Lee, S. H., & Chung, K. K. H. (2008). Estimating incidence of developmental dyslexia in Hong Kong: What differences do different criteria make?. Australian Journal of Learning Difficulties, 13, 1-16.
Chan, D. W., Ho, C. S. H., Tsang, S. M., Lee, S. H., & Chung, K. K. H. (2007). Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong. Educational Studies, 33 (2), 249-265.
Ho, C. S. H., Chan, D. W., Chung, K. K. H., Lee, S. H., & Tsang, S. M. (2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97, 61-83.
Chung, K. K. H. (2007). Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27 (1), 1-20.
Chan, D. W., Ho, C. S. H., Tsang, S. M., Lee, S. H., & Chung, K. K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19, 543-561.
Ho, C. S. H., Chan, D. W., Tsang, S. M., Lee, S. H., & Chung K. K. H. (2006). Word learning deficit among Chinese dyslexic children. Journal of Child Language, 33, 145-161.

Conference Papers
Invited conference paper
Chung, K.K.H. (2024, June). Building a support pathway for students with English language difficulties: What can we do?. UNITE 2024, Dyslexia Association of Singapore, Singapore.
Chung, K.K.H., Ho, P.K., Lam, C.B., & To-Chan, S.P. (2024, May). C-for-Chinese@JC: Developing Benchmarks to Promote Ethnic Minority Children to learn Chinese Language and Social-emotional Skills. 2024 KAME, South Korea.
Chung, K.K.H. (2023, July). C-for-Chinese@JC: Culturally responsive education: Why it matters for the early years. OMEP, Hong Kong.
Chung, K. K. H. (2023, June). Identifying and supporting students with dyslexia in English as a second language. Keynote speech presented at International Symposium on Bilingualism (ISB)14, Macquarie University, Sydney, Australia.
Chung, K. K. H. (2023, May). How to Support Non-Chinese Speaking Ethnic Minority Children's Learning in Kindergarten Using Culturally Responsive Practices in Education. Paper presented at the Korea Institute of Child Care and Education (KICCE) and the Korean Association for Multicultural Education (KAME), Seoul, South Korea.
Chung, K. K. H. (2022, July). How may we close the learning gap in kindergarten children? A culturally responsive approach to teaching language and literacy skills. The PECERA-HK Celebration of 25th Anniversary of HKSAR Establishment cum 22nd PECERA Annual Conference, Hong Kong, China.
Chung, K. K. H. (2022, May). Closing gaps with quality of ECEC services for culturally and linguistically diverse children in East Asia-Pacific. 2022 Korean Association for Multicultural Education (Kame) International Conference, South Korea.
Chung K K H (2021, August). The importance of teacher training for students with dyslexia and Identification and Assessment of students with dyslexia: Issues and evidence, Asia Pacific Dyslexia Forum 2020. Asia Pacific Dyslexia Forum 2020, Okayama, Japan.
Chung, K. K. H. (2021, August). Closing the learning gap for ethnic minority children: a case study of early childhood education in Hong Kong. Invited speech presented at The Korean Association for Multicultural Education, KAME conference (Seoul), 12-14 August, Korea.
Chung, K.K.H. (2011, December). Developmental dyslexia in Chinese: from research to intervention. Paper presented at the International Conference on Addressing Student Learning Diversity, Hong Kong, China.
Chung, K.K.H. (2011, November). Assessing Chinese-speaking students with dyslexia: Issues and evidence. Paper presented at the International Conference on Dyslexia, Hong Kong, China.
Chung, K.K.H. (2011, August). Developmental dyslexia: from theory to intervention. Paper presented at the 4th International Conference on Education Research (ICER), Khon Kaen, Thailand.
Refereed conference paper
Chung, K.K.H. (2024, March). Effects of home literacy environmental risk factors on reading readiness in young children at family risk of dyslexia: A 2-year study. 2024 DSF Language, Literacy and Learning Conference, Perth, Australia.
Chung, K. K. H., Ho, P. K. B., Lam, C. B., & To-Chan, S. P. T (2023, March). Culturally responsive education in kindergartens: Supporting non-Chinese speaking ethnic minority children in Chinese learning and social-emotional learning. Paper presented at The 9th Asian Conference on Education & International Development (ACEID2023)
Chan, K., & Chung, K. K. H. (2022, February). What are the cognitive subtypes of dyslexia in Chinese adolescents?. The 6th Annual Conference for the Association for Reading and Writing in Asia, Hong Kong.
Chung, K. K. H., Wang, L-C., & Lam, C. B. (2022, February). Beyond cognitive-linguistic skills, what are the psychological factors contributing to reading skills in adolescents with dyslexia?. The 6th Annual Conference for the Association for Reading and Writing in Asia, Hong Kong.
Liu, C., & Chung, K. K. H. (2022, February). The Impact of Home Literacy Environment on Children’s Language and Reading Skills in Learning English as a Second Language. The 6th Annual Conference for the Association for Reading and Writing in Asia, Hong Kong.
Wang, L-C., & Chung, K. K. H. (2022, February). Relationships of general trait anxiety, trait test anxiety, and reading difficulties of Chinese undergraduates with and without high-functioning and low-functioning SpLD. The 6th Annual Conference for the Association for Reading and Writing in Asia, Hong Kong.
Ng, C. S. M., Chung, K. K. H., & To-Chan, S. P. (2021, September). Social integration: Building kindergarten teachers' capacity to teach Chinese language to ethnic minority children in Hong Kong. European Educational Research Association, Geneva (online).
Chung, K.K.H (2021, July). Cognitive-linguistic correlates of word reading in bilingual adolescents with dyslexia. Paper presented at the 32nd International Congress of Psychology (Prague) 18-23 July, Czech Republic.
Cheung, S. K., Cheng W. Y., Cheung, R. Y. M., Lau, E. Y. H., & Chung, K. K. H. (2021, April). Relationships between young children’s home learning environment, school liking and early academic skills. Poster presented at the Virtual Biennial Meeting of the Society for Research in Child Development, Online.
Lin, S.-Y., Ng, C. S. M., & Chung, K. K. H. (2021, February). Changing Teacher Perceptions of Student Motivation through Professional Development and the Moderating Role of Classroom Ethnic Composition: A Multilevel Analysis. 2021 Annual Convention of Society for Personality and Social Psychology, U.S..
Fung, W. K., Chung, K. K. H., & Lam, C. B. (2020, September). Longitudinal associations between executive functioning and word reading in Hong Kong Chinese kindergarten children. Paper presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Hong Kong.
Liu, C., & Chung, K. K. H. (2020, September). The relationships between cognitive-linguistic skills and paired associate learning with Chinese reading skills in kindergarten children. Paper presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Hong Kong.
Cheung, R. Y. M., Chan, L. Y., & Chung, K. K. H. (2019, June). The role of trivariate mother-father-adolescent emotion dysregulation in adolescents’ internalizing problems. Paper presented at the Research Conference on Child Development: The role of Family and School Practices, The Education University of Hong Kong, Hong Kong.
Wang, L.-C., Liu, D., Chung, K. K. H., & Chu, S.-Y. (2018, October). 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.
Chung, K.K.H., Li, X., Lam, C.B., Lam, C.Y., Lai, P.Y., McBride, C., & Cheung, S.K. (2018, July). Addressing the reading achievement gap in low-income families: An early reading intervention program. 25th Annual Meeting of Society for the Scientific Study of Reading, United Kingdom.
Li, X., Chung, K. K. H., & Lam, C. B. (2018, July). Linking parental self-efficacy and homework involvement to child Chinese word reading: The unique roles of fathers and mothers. 25th Annual Meeting of Society for the Scientific Study of Reading, United Kingdom.
Cheung, R.Y.M., Chan, L.Y., Leung, M.C., & Chung, K.K.H. (2018, June). Emotion Dysregulation in the Family: Trivariate Effects among Mothers, Fathers, and Adolescents. Poster presented at the 29th International Congress of Applied Psychology, Montréal, Canada.
Liu, C., & Chung, K.K.H. (2018, February). Executive Functioning Contributes to Chinese and English Word Reading at the Transition from Kindergarten to Primary School: A Longitudinal Study. Paper presented at the ARWA 2018 : Assosiation for Reading and Writing in Asia, Tsukuba, Japan.
Cheung, R.Y.M., Chan, L.Y., & Chung, K.K.H. (2017, May). Family Contagion of Emotion Regulation: Effects on Adolescent Functioning and Well-being. Paper presented at the Association for Psychological Science 29th Annual Convention, Boston, U.S..
Tsang, M., Cheung, R.Y.M., & Chung, K.K.H. (2017, April). Maternal Emotion Regulation and Child Adjustment among Chinese Adolescents in Hong Kong. Paper presented at the Society for Research in Child Development Biennial Meeting, Austin, Texas, U.S..
Chung, K. K. H., & Lam, C. B. (2017, March). Mothers’ autonomy granting predicts preschoolers’ emotional and behavioral control: A longitudinal study of Chinese families. Poster presented in the 2nd biennial International Convention of Psychological Science, Vienna, Austria.
Lam, C. B., & Chung, K. K. H. (2017, March). Maternal warmth and verbal hostility and child self-regulation: A longitudinal analysis. Poster presented in the 2nd biennial International Convention of Psychological Science, Vienna, Austria.
Chung, K. K. H., & Lam, C. B. (2016, July). Parental marital conflict and child coercion/aggression in Chinese families: Which parental emotion regulatory strategy is protective. Poster presented in The 31st International Congress of Psychology, Yokohama, Japan.
Lam, C. B., & Chung, K. K. H. (2016, July). Family economic pressure and child socioemotional adjustment: The protective role of maternal mindfulness in Chinese families. Poster presented in The 31st International Congress of Psychology, Yokohama, Japan.
Wang, L. C.,Chung, K. K. H., & Chen, Z. Y. (2016, February). Comorbidities in Taiwanese Children with Attention Deficit/Hyperactivity Disorder and Reading Disabilities. Poster presented at 2016 Asia Joint Symposium on Reading and Spelling, Seoul, Korea.
Wong, S. W. H., Lo, C. M., Mak, H.K.F. and Chung, K. K. H. (2015, October). The role of executive function on the reading ability of Chinese adolescents: an fMRI study.. The 45th Annual Meeting of the Society of Neuroscience, Chicago.
Lo, C. M., Chung, K. K. H., Ho, C. S. -H., Chan, D. W., Tsang, S. -M., & Lee, S. -H. (2015, July). Examining the Literacy and Cognitive-Linguistic Profiles in Chinese Adolescent Students with Dyslexia: a Latent Transition Analysis. Poster presented at the Twenty-Second Annual Meeting, Society for the Scientific Study of Reading (SSSR), Hawaii.
Ho, C. S.-H., Fong, C. Y.-C., Siu, C. T.-S., Chan, K. S.-C., Chan D. W.-O., & Chung, K. K.-H. (2015, April). An extended simple view of reading in Chinese. The Reading and Spelling Development, Disorders and Remediation Conference, Sydney, Australia.
Lo, C.M., Chung, K.K.H., Liu, D., Wong, S.W.H., McBride, C., & Molfese, D.L. (2014, October). 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, July). 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.
Lo, J. C. M., Chung, K. K. H., Ho, C. S. H., & Chan, D. W. (2013, July). Cognitive-linguistic profiles of Chinese improved dyslexic adolescent readers. Paper presented at the Twentieth Annual Meeting of the Society for the Scientific Studies of Reading, The Chinese University of Hong Kong, China.
Wong, S. W. L., Mok, P., Leung, V. W. H., Chung, K. K. H., Chow, B. W. Y., & Yip, M. C. W (2013, July). The effect of accent on the perception of American and British English fluent speech in Chinese second language learners. Poster presented at the 35th Annual Conference of the Cognitive Science Society, Berlin, Germany.
Siu, C. T.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., Lee, S.-H., & Tsang, S.-M. (2013, May). Development of syntactic awareness of Hong Kong Chinese primary school children: The relative contribution of morphosyntactic skill and word-order correction to Chinese reading comprehension. International Workshop on Reading and Developmental Dyslexia, San Sebastian, Spain.
Chu, S. S. W., Hue, M. T., & Chung, K. K. H. (2011, December). What dyslexia policy and practices work for Chinese primary school children in Hong Kong?. Paper presented at the International Conference on Addressing Student Learning Diversity 2011, Hong Kong: HKIEd.
Chung, K.K.H. (2011, July). A longitudinal study of the connection between executive functioning, metalinguistic skills and early Chinese Reading. Paper presented at the 12th European Congress of Psychology, Istanbul, Turkey.
Tong, X., Liu, D., Chung, K. K. H., & McBride-Chang, C. (2011, April). Chinese word and character processing in Chinese-speaking children: Holistic or analytic?. Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada.
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., & Lee, S.H. (2011, January). The relative roles of syntactic awareness and morphological arwareness in Hong Kong Chinese-speaking adolescents with dyslexia.. Paper presented at the 35th Annual IARLD Conference, Taiwan.
Chung, K.K.H., McBride-Chang, C., Liu, P. D., & Tong, X., (2010, October). The time course of Chinese character and word processing in Chinese-speaking dyslexia: an event-related potentials' study.. Paper presented at the Decade of the Mind VI, Singapore.
Chung, K.K.H. (2010, September). Understanding reading and writing difficulties in Chinese language: from research to intervention.. Paper presented at the International Conference on Educational Research (ICER2010), Thailand.
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., & Lee, S.H. (2010, July). Effects of kindergarten intervention for the prevention of Chinese children with reading difficulties.. Poster presented at the 17th Annual Meeting of the Society for the Scientific Study of Reading, Germany.
Chung, K.K.H., McBride-Chang, C., & Wong. A. &. Hui, C, W. (2010, May). What are the predictors of beginning reading success in Chinese and English for Hong Kong Chinese children?. Paper presented at the International Conference on Teaching and Learning of English for Children in Early Years in the Asia-Pacific Region, Hong Kong.
Chung, K.K.H. (2010, January). Bridge towards effective reading and writing.. Paper presented at the Bridging The Gap In Specific Learning Disabilities Conference on Specific Learning Disabilities, Hong Kong.
Chung, K. K. H. (2009, October). Chinese preschoolers' cognitive control and its relation to language development: A 2-year longitudinal study in Hong Kong. Paper presented at the 13th International Conference on the Processing of East Asian Languages (ICPEAL), Beijing, China.
Chung, K. K. H. (2009, June). Understanding Chinese students with dyslexia: From basic research to intervention. Paper presented at the Redesigning Pedagogy International Conference 2009, Singapore.
Chung, K. K. H. (2006, July). Effects of instruction modality and learner knowledge on learning Chinese characters as second language. Paper presented at the 26th International Congress of Applied Psychology, Greece.
Other conference paper
Ho, C. S.-H., Fong, C. Y.-C., Tsang, S.-M., Chan, D. W.-O., Chung, K. K.-H., & Lee, S.-H. (2017, July). Selective impairment in word reading and reading comprehension among Chinese elementary school children. Poster presented at the Annual Meeting of the Society for the Scientific Study of Reading, Halifax, Nova Scotia.
Fong, C. Y.-C., Ho, C. S.-H., Chan, D. W.-O., & Chung, K., K.-H. (2016, July). The unique role of picture rapid naming in predicting Chinese literacy skills. Paper presented at the Twenty-Third Annual Meeting of Society for the Scientific Study of Reading., Porto, Portugal.
Tong, X H., McBride-Chang., & Chung. K. K.H. (2011, July). Morphological structure processing in Chinese children with dyslexia.. Paper presented at the 18th Annual Meeting of the Society for the Scientific Study of Reading, Florida, USA.

Creative and Literary Works, Consulting Reports and Case Studies
Computer software or system
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., Lee, S.H. & Xiao, X. M. (2012). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students [HKT-JS(II)]. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
鍾杰華、何淑嫻、陳維鄂、曾淑雯、李淑嫻 (2011)。 《童心齊悅讀－幼兒語文課程教材套》。香港: 香港特殊學習困難研究小組。
何淑嫻、陳穎修、陳維鄂、鍾杰華、曾淑雯及李淑嫻 (2008)。 《中文字詞認讀訓練（第二版）——字得其樂》（鐳射光碟）。香港: 香港特殊學習困難研究小組。
Written teaching case study or extensive note
Ho, C. S.-H., Chan, W.-S., Chan, D. W.-O., Chung, K. K.-H., Tsang, S.-M., & Lee, S.-H. (2010)。 《悅讀．悅寫意〈三〉初小中文讀寫課程（綜合修訂版）》[Chinese literacy curriculum for primary school children with specific learning difficulties in reading and writing difficulties].。Hong Kong: Hong Kong Specific Learning Difficulties Research Team.。
何淑嫻、盧綉菁、陳維鄂、鍾杰華、曾淑雯及李淑嫻 (2009)。 《悅讀．悅寫意（二）——初小中文讀寫課程》。香港: 香港特殊學習困難研究小組。
鍾杰華、何淑嫻、陳維鄂、曾淑雯及李淑嫻 (2008)。 《讀樂樂——幼兒語文訓練活動》。香港: 香港特殊學習困難研究小組。
鍾杰華、何淑嫻、盧綉菁、陳維鄂及曾淑嫻 (2007)。 悅讀、悅寫意（一）：初小中文讀寫課程。香港特殊學習困難研究小組。

All Other Outputs
Other outputs
何淑嫻、黃有佳、羅楚明、陳維鄂、鍾杰華、曾淑雯、李淑嫻、盧立仁 (2010)。 《香港初小學生中文讀寫能力評估》。香港: 香港特殊學習困難研究小組。
Ho, C. S. H., Lo, L. Y., Chan, W. D., Chung, K. K. H., Tsang, S. M., & Lee, S. H. (2010). The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (BCL-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., Tsang, S. M., & Lee, S. H. (2009). The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Primary School Students (2nd ed.) (BCL-P (II)). Hong Kong

Projects
How Do Math Learning Gaps Arise in Preschool Years? The Multiplicative Roles of Family Environment, Cognitive Skills, and Math-specific Skills

Project Start Year: 2024, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
Language and Communication Matters: Understanding the Developmental Trajectory of Linguistic, Cognitive, and Social-emotional Skills in Chinese Children with Speech and Language Difficulties

Project Start Year: 2023, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
Early Advancement in Resilience (EAR): A Downward Extension of the 3Es Programme that Promotes Children's Social-emotional Competence
This 3-year project focuses on the social-emotional development of two- to four-year-old students from socio-economically disadvantaged families. It will develop a teacher-rated inventory that allows schools to measure nursery school and K1 children’s social-emotional abilities quickly and reliably, as well as a multi-faceted programme that promotes children’s social-emotional competence using games, play-based activities, and storybooks. It is expected to benefit 1,100 nursey and K1 children, their teachers and parents from 18 kindergartens and nursery schools.
Project Start Year: 2022, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
Scaling up C-For-Chinese@JC in Kindergarten Sector to Cultivate Culturally Responsive Education
This is phase II of the C-for-Chinese@JC project. It aims to consolidate learnings and experience into a benchmark and related reference materials for the kindergarten sector in supporting the non-Chinese speaking children. The project also provides professional development for school leaders and educators so as to increase their capacity and cultural competency in promoting children’s Chinese ability, social and emotional skills, and social integration through culturally responsive teaching (CRT).
Project Start Year: 2022, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Beyond Language Skills, What are the Cognitive Skills and Environmental Risk Factors Contributing to Literacy Skills in Chinese Children at Family Risk of Dyslexia?
This project will examine the environmental factors (family socio-economic status and home literacy environment), cognitive skills (executive functioning and visual attention span), language and literacy skills in Chinese children at family risk of dyslexia (FRD) and their subtypes in order to determine the unique contribution of risk factors and skills to literacy ability across different groups of children at FRD and those without. This project will advance the understanding of the heterogeneity issue of FRD, its characteristics and subgroups, and thus may provide the taxonomic classification for future research into the physiological correlates and genetic contributions of Chinese children at FRD. Findings may also assist in enhancing early identification processes and intervention strategies to support Chinese children and their families. The findings will also provide insights into teachers, parents, and policy makers, including ways to facilitate the support of parents’ socialisation efforts, especially among families at risk of literacy difficulties in Hong Kong and Taiwan.
Project Start Year: 2021, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
Intervention and School-based Support for Dyslexic Students with English Learning Difficulty for Three Years
The project aims to develop and evaluate a locally-derived English literacy programme and a teacher assessment tool for junior primary students with dyslexia, and provide onsite support to project schools. School teachers will be provided resources and training for curriculum differentiation, and onsite school-based support. Dissemination activities will also be organized to promote public awareness in this regard.
Project Start Year: 2021, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
Revealing the Struggle: Chinese Reading Comprehension and its Correlates in Hong Kong Deaf Children
An investigation on Hong Kong children's Chinese reading comprehension level, and its correlates.
Project Start Year: 2020, Principal Investigator(s): CHOI TSUN MAN, WILLIAM 蔡浚文 (CHUNG, Kevin Kien Hoa 鍾杰華 as Collaborator)

 
An Implementation Science Approach to Adapting Healthy Movement Behaviour Guidelines for Hong Kong Preschool-aged Children
This health research takes an implementation science approach to promoting healthy movement guidelines in Hong Kong kindergartens.
Project Start Year: 2020, Principal Investigator(s): CAPIO, Catherine Mamaid null (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
優質教育基金: 幼稚園生命教育：抗逆小天使--兒童成長計劃
本項目配合《幼稚園教育課程指引2017》，以生命教育其中三大主題（人與己、人與人、人與環境），協助教師以生活化的主題開發校本生命教育課程，主要涵蓋「品德發展」、「大自然與生活」及「個人與群體」三大幼兒發展目標，為其提供生活化、重視感官探索和富趣味的學習經歷。

本項目亦為教師提供專業發展，並向學校提供校本支援服務，協助學校紮根於校本的經驗和優勢，配合其辦學理念、學校條件、幼兒特質等，優化其校本課程，更有效地培育幼兒正面的價值觀和積極的態度，使幼兒學會愛護環境和關懷社群。而本項目的家長教育部分，能令家長為幼小銜接作準備，以達至協同學校、家庭與社區參與，讓學校與家長攜手，幫助幼兒愉快和自信地迎接學校生活。

本項目同時配合優質教育基金的優先主題(5)價值觀教育。本計劃旨在培育學生的抗逆力、自我尊重、對他人的尊重和關愛、對環境的尊重和愛護。本計劃為幼稚園教師提供《生命教育理論與實踐》培訓工作坊，將這些價值和態度融入幼稚園的辦學理念和課程中，以促進兒童的健康生活方式及正向發展。

本項目旨在幫助兒童培養認識生命的意義和價值；確立自我的價值。透過推行幼稚園生命教育計劃，讓兒童明白：
(1) 不同成長階段的挑戰和可能遇上的困境，
(2)認識自己的獨特性，
(3)接納自己的弱點，
(4)自我肯定，
(5)自我關懷，
(6)珍惜自己，
(7)對自己負責，和
(8)以積極樂觀的態度面對困境。
Project Start Year: 2020, Principal Investigator(s): WONG, Mun, Amanda (CHUNG, Kevin Kien Hoa as Co-Investigator)

 
How do Overexcitability and Play Characteristics Affect Creative Potentials in Kindergarten Children?
..
Project Start Year: 2020, Principal Investigator(s): FUNG, Wing Kai 馮永佳 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Toward a Research Cluster in Clinical Linguistics
The primary goal of this project is to promote interdisciplinary collaborations in clinical linguistics, with a focus on resolving challenges arising from language specific factors of Chinese, including both Mandarin and Cantonese. It is also the goal of this project that colleagues can transcend disciplinary boundaries and further expand their own research capacity.
Project Start Year: 2020, Principal Investigator(s): CHEUNG, Hin Tat 張顯達 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
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 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Early Advancement in Social-emotional Health and Positivity (EASP)
Research into positive education has shed lights into understanding the psychological and social factors associated with individuals’ optimal functioning, psychological well-being, and social-emotional competence (Cheung, Leung, Chung, & Cheung, 2018; Kwong et al., 2018; Li & Lau, 2019). Social-emotional competence refers to skills that help individuals manage their own emotions, understand the feelings and perspectives of others, and interact with others in positive ways. These skills are important as they build the foundation for formal learning in schools, ranging from kindergartens to universities. However, relatively little research attention has been placed on understanding how positive education could improve the way teachers and parents can optimise pre-school children’s social emotional development. This project will draw on the PROSPER framework which stands for Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience (Ambler, Anstey, McCall, & White (2017). This framework includes model of wellbeing and achievement (Positive emotions, Engagement, Relationships, Meaning, Accomplishment, Strengths and Resilience). Under this framework, we will examine whether the 2x2 model of perceived social influence (Chan et al., 2019) will promote individual wellbeing into teacher education and further empower positive learning environment at preschool and home.
Project Start Year: 2020, Principal Investigator(s): CHUNG, Kevin Kien Hoa

 
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 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
3Es: Early Prevention, Early Identification, and Early Intervention: A School-based Support Model of Social-Emotional Development for Kindergarten Children – Towards Dissemination and Awareness
This project is to develop and implement a tiered intervention model of the response to intervention (RTI) for promoting children’s social-emotional competence, preventing and addressing challenging social emotional difficulties. This project aims to encompass support for teachers and parents of young children with social-emotional needs who attend kindergartens at K2 and K3.
Project Start Year: 2019, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華, LAM, Chun Bun Ian 林俊彬

 
Beyond Language Skills, What are the Cognitive Skills and Environmental Risk Factors Contributing to Literacy Skills in Chinese Children at Family Risk of Dyslexia?
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Project Start Year: 2019, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Project Evaluation for 入伍登陸．快閃動 of St. James' Settlement
This project aims to conduct a scientific evaluation on the HKJC’s 入伍登陸．快閃動 of St. James' Settlement.
Project Start Year: 2019, Principal Investigator(s): CHAN, King Chung Derwin 陳勁聰 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Examine the Relationships between Prosody and Reading Comprehension in Chinese Primary School Children: A Cross-Sectional Design
In our daily life, the sensitivity to appropriate speech is important for understanding the meanings of what others say or write, and, among the various features, detecting the rising and falling in cadence, namely, prosody. Previous scientific evidence told us that reading prosody, either the productions or detection, could influence the degrees of comprehending the meanings of written texts, but the levels of the influence remain controversial. So, some factors have been suspected to play a role, to a certain degree, in the relationship between reading prosody and reading comprehension, and the awareness of the smallest unit of meaning in the language (i.e., morpheme) the one attracted the most attention. For instance, nonperishable is the word with three morphemes (non + perish + able). If readers are not able to detect the morphemes accurately, it is reasonable to see they cannot put the stress in the right places. Additionally, these abilities, including prosody, reading comprehension, and awareness of morpheme, are also varied dramatically during the primary school years, which have been found by a growing body of evidence.
Considering the entirely different characteristics of Chinese language from alphabetic languages, especially about no space between characters/words, the functions of appropriate handling measured tones of the words may be also differed from in alphabetic languages. However, there is very a few, if any, study deeply examine this issue, so this project intends to investigate how prosody influences our comprehension of written texts across primary school years with taking the awareness of morpheme into consideration.

Project Start Year: 2018, Principal Investigator(s): WANG LI-CHIH 王立志 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
A Longitudinal Study on Family Process and Child Development
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Project Start Year: 2018, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華, LAM, Chun Bun Ian 林俊彬

 
Reading, Writing, and Mathematics: Behavioral Genetics, Molecular Genetics, and Neuro Markers of Early Academic Achievement in Hong Kong Chinese Children
This proposed study is an extension of a project begun in 2014 on how Hong Kong Chinese primary school twins learn to read in both their native Chinese and in English. In the first project, we tested which brain, behavioral, and genetic variables are most strongly related to word reading in Chinese and English. In the proposed project, we will extend our research focus from Chinese/English word reading to include bilingual word writing, reading comprehension, and mathematics. We will test which combinations of genes are associated with the development of word reading/writing and reading comprehension in both Chinese and in English, and also in mathematics, at the behavioral and ERP levels. We will follow 300 pairs of twins across three years. This study is unique in the breadth and depth of information gathered from the twins. With our broad focus, we will be able to look at how many aspects of the twins’ environments (e.g., family background, extra tutoring, eating, attention, and sleep habits) and genetic similarities are associated with learning to read and to write words, to learn text, and to carry out mathematical calculations, as well as patterns of brain responses vis-à-vis academic skills, over time. The project will also test both for genetic anomalies in twin pairs, in which one has much more difficulty with reading or mathematics than the other, and for overlaps in variability, including specific learning difficulties, between reading and mathematics. Results will be important theoretically, for understanding how literacy in both a first and foreign language and mathematics skills develop, and also practically, for suggesting some potential causal mechanisms in the environment, in brain responses, or in gene combinations, for academic difficulties.
Project Start Year: 2018, Principal Investigator(s): McBride Catherine A (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Correlates of Young Children’s Numerical Estimation Abilities
This study examines the individual and family correlates of young children’s numerical estimation abilities.
Project Start Year: 2018, Principal Investigator(s): CHEUNG, Sum Kwing 張森烱 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
How Phonetic System Training Change the Way We Read Chinese? An ERP Study
This comparison study is to demonstrate the influence of phonetic system knowledge on the relationships between auditory temporal processing and Chinese reading at both behavioral and neuropsychological level.
Project Start Year: 2018, Principal Investigator(s): WANG LI-CHIH 王立志 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
A Longitudinal Study of Preschool Teachers' Professional Development Needs in Hong Kong: Its Relationship with Teacher Efficacy, Job Satisfaction, and Teacher Wellbeing
Teachers’ lifelong learning and continuing professional development are key to high quality early childhood education. It is therefore important to understand Hong Kong kindergarten teachers’ professional developmental needs. Teachers engaging in professional development can potentially buffer the impact of stress or burnout because professional development activities can bestow teachers a sense of competence and efficacy. Therefore, participating in teacher professional development activities and teacher efficacy can have an inextricable relationship with each other. Teachers with high self-efficacy have an optimistic belief in their competence to handle the challenges they face, which reduces their anxiety and powerlessness and leads to a higher level of job satisfaction. Thus, teacher professional development might enhance teacher self-efficacy, which might therefore lower teacher anxiety for a better mental health.
Project Start Year: 2017, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Meta-linguistic vs. Working-memory Training in Chinese Dyslexic Children: Behavioural and Neural Evaluation
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Project Start Year: 2017, Principal Investigator(s): MAURER, Urs (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Intervention Efficacy of Assistive Listening Devices for Chinese Children with Dyslexia - A Randomized Controlled Trial (Health and Medical Research Fund, Food and Health Bureau, 2017-2020)
This project aims to investigate the efficacy in providing personal frequency modulation (FM) systems to children with dyslexia at school. 120 Cantonese-speaking primary school students who are being diagnosed as dyslexic will be recruited to join the study. Free FM systems will be provided to them for one academic year. The results of this rigorous randomized controlled trial will provide strong evidence that supports clinical-decision-making in the provision of appropriate and cost-effective interventions for children with dyslexia. The information will also be useful for future health policy making related to the provision of remediation and support service to these children.
Project Start Year: 2017, Principal Investigator(s): KAM, Chi Shan 甘志珊 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
A Longitudinal Approach to Delineate Pathways of Adolescent Well-Being
This study aims to explicated the pathways between family processes and adolescent adjustment in the Chinese context.
Project Start Year: 2017, Principal Investigator(s): CHEUNG, Yuen Man Rebecca 張婉文 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
NO HKJ: Support for Ethnic Minority Students in Local Kindergarten for Effective Learning of Chinese - Professional Development Programmes and Scholarships for Multicultural Teaching Assistants ("MTA")
The mission is to give all multicultural learners equal opportunity to receive education and care in an inclusive environment in kindergartens in Hong Kong. The project aims to fill in the gaps to foster these children's learning of Chinese and to facilitate their early integration into the local education system and the community. Based on the concept of capacity building, the designated team from The Education University of Hong Kong will focus on the development and professional training of four particular groups of practitioners, namely social service professionals (P), school leaders (L), educators (E), and multicultural teaching assistants (M). The PLEM capacity building is expected to support inclusive education in local ECE settings through a home-school-community model taking the cultural responsive approach.
Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
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 as their emergent literacy skills. Second, they lack the home language and literacy environment of Chinese. Therefore, to a large extent, their Chinese learning relies on the learning they acquire from the preschool. The age-related characteristics of preschool children do not allow them learn L2 like older children or adults. Therefore, this study proposes the implementation of a dialogic programme that primarily promotes very young children’s general language skills, both with or without specific training of morphological and orthographic skills—two core metalinguistic skills essential in Chinese early literacy development. A total of 120 K2 (age 4–5 years) L2 Chinese young learners will be recruited from local Hong Kong kindergartens. Three training groups will be formed: one group will have a dialogic reading programme only, the second group will experience a dialogic reading programme coupled with morphological skills training, and the third group will have a dialogic programme coupled with orthographic skill training. Three full-time undergraduates who major in early childhood education will be employed and trained to deliver the three training programmes. Each group will consist of four to five children, and all groups will meet once a week for a total of 12 weekly training sessions. All children will be assessed in terms of their Chinese oral language skills, metalinguistic skills, and other reading-related cognitive skills before and after the training sessions. The children’s views on their language progress through the programme, as well as those of their teachers and parents, will be taken into consideration in evaluating the effectiveness of the intervention.
Project Start Year: 2016, Principal Investigator(s): ZHOU, Yanling 周彥玲 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Family Processes and Adolescent Well-Being: The Role of Emotion Regulation
This study examines the role of emotion regulation as a mediator through which family processes affect adolescent well-being.
Project Start Year: 2016, Principal Investigator(s): CHEUNG, Yuen Man Rebecca 張婉文 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Principal Investigator)

 
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

 
In Search of Profiles and Subtypes of Dyslexia in Dual-language Adolescent Readers
The proposed project aims to examine the nature and degree of co-occurrence of reading difficulties in Chinese (L1) and English (L2) among dual-language adolescent readers with dyslexia despite the fundamental difference in the two writing systems.
Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
The Socio-Emotional Well-being of Early Childhood (SEWEC) Project
The SEWEC project for early childhood teachers builds upon the concept and some of the evidence-based training modules. There are three major aims of the intervention program: 1) to enhance the emotional intelligence and literacy of preschool teachers, as well as the communication skills of their emotional experience; 2) to provide training, as well as hands-on experience, in the design of an evidence-based curriculum for enhancing the socio-emotional competence of young children; 3) to provide training in the delivery and evaluation of the evidence-based curriculum for enhancing the socio-emotional competence of young children.
Project Start Year: 2015, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
3Es: Early Prevention, Early Identification and Early Intervention: A School-based Support Model of Social-Emotional Development for Kindergarten Children, 2015-2019
“A School-Based Support Model of Social-Emotional Development for Kindergarten Children” sponsored by the Simon K Y Lee Foundation. This project is to develop and implement a tiered intervention model of the response to intervention (RTI) for promotion children’s social-emotional competence, preventing and addressing challenging social-emotional difficulties. This project aims to encompass support for teachers and parents of young children with social-emotional needs who attend kindergartens at K2 and K3.
Project Start Year: 2015, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Developing Life and Employment Skills
This project aims to develop specialized courses and coherent programmes in Life and Employment Skills, drawing upon the multi-disciplinary specialists and the UNESCO connections within HKIEd.
Project Start Year: 2015, Principal Investigator(s): ADAMSON, Robert Damian 鮑勃 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Parental Emotion Socialization: The Roles of Fathers, Parental Gender Attitudes, and Child Temperament
Research suggests that emotional competence has important implications for multiple aspects of adjustment, including psychological well-being, social functioning, and academic achievement. Therefore, researchers’ attention has been directed to the socialization of children's emotion knowledge and regulatory skills. Most of this work, however, has focused on the direct links between mothers’ emotion socialization practices and child outcomes, and little is known about (a) whether socializers other than mothers play a unique role in children’s emotional development; (b) how parents’ socialization values may affect their emotion socialization practices; and (c) how parents’ emotion socialization may interact with children's characteristics to affect child outcomes. Grounded in theories of fathering, gender socialization, and differential susceptibility, the goal of the proposed study is to fill some of these gaps in the literature by examining (a) whether fathers’ and mothers’ emotion socialization practices independently contribute to children’s emotional competence; (b) how parents’ gender role attitudes may shape their emotion socialization practices for sons and daughters and; (c) how child temperament may moderate the links between parental emotion socialization practices and child emotional adjustment.
Project Start Year: 2015, Principal Investigator(s): LAM, Chun Bun Ian 林俊彬 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
The Impact of the Affective State on the Impulsivity and Decision Making of Adolescents
Adolescents have been found to be more emotional reactivity than adults do (Hare et al., 2008; Silk et al., 2009; Spear, 2011) but little is known about how affective states would influence the decision-making process and hence the risk-seeking behaviors of adolescents. The proposed project will employ a mood induction approach and psychophysiological techniques to examine how different affective states (i.e. neutral, positive and negative) and their associated body signals (i.e. heart rate and skin conductance response) may correlate with the inhibitory control and decision making in adolescent and adult participants. In addition, neuroimaging techniques will be used to examine the modulation effect of the insular cortex, the brain region associated with emotion processing and represented body signals, on the impulsive and reflective system.
Project Start Year: 2015, Principal Investigator(s): WONG WAI HO, SAVIO 黃蔚皓 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
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 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Comorbidities in Taiwanese children with attention deficit/hyperactivity disorder and reading disabilities
The focus of this project is to investigate the comorbidity between ADHD and RD and their cognitive profiling in Chinese-speaking children in Taiwan. A total of 120 Chinese children from the third- to fourth- graders will be recruited from Taiwan. This study will be 30 children with ADHD, 30 children with RD, 30 children with both of RD and ADHD, and 30 typically developing children. Children will be assessed for IQ, reading comprehension, rapid naming, orthographic and phonological skills, working memory, cognitive and inhibition control. These children will be tested individually over a few sessions. Within each session tasks will be counterbalanced across participants. MANOVA will be employed to compare the four groups. The outcomes of this project will be significant in enhancing our understanding comorbidity with ADHD and RD among Taiwanese children. On the practical level these results may also lead to greatly improved methods of treatment for children with comorbid RD and ADHD with flow-on effects on social and mental health.
Project Start Year: 2014, Principal Investigator(s): WANG LI-CHIH 王立志 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Reading development in Chinese and English: Genetic and Neuroscience correlates
This project aims to identify the etiology of Chinese and English reading development in Hong Kong children.
Project Start Year: 2014, Principal Investigator(s): Mcbride-Chang, Catherine (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Identifying the biomarker of impulsivity in adolescents with EEG
Previous studies show that adolescents are vulnerable to making impulsive decisions because of immaturity of the prefrontal inhibitory system, resulting in various risky behaviors, such as smoking, drinking, taking drugs, and gambling. However, there are vast individual differences across adolescents that only a portion of them may exhibit impulsive behaviors. The family background and social environment of the adolescents can account some of these individual differences but not all. In this project, we aim to identify the biomarkers of impulsivity in adolescents using electroencephalography (EEG) and to compare the findings with functional magnetic resonance imaging (fMRI). Secondary school students will be recruited to complete an inhibitory control task while their brain activities will be monitoring with EEG and fMRI. Their behavioral performance will be correlated with their prefrontal response obtained from EEG and fMRI. Their behavioral performance will be correlated with their prefrontal response obtained from EEG and fMRI. Multivariate pattern analysis will be conducted to identify the pattern of EEG activities that correlate with behavioral measures of impulsivity across participants. We expected that correlation between brain activity and behavioral measures of impulsivity will be observed in the prefrontal cortex in both the EEG and fMRI data.
Project Start Year: 2013, Principal Investigator(s): WONG WAI HO, SAVIO 黃蔚皓 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
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 (CHUNG, Kevin Kien Hoa 鍾杰華 as Team Member)

 
Motivational factors important to Chinese writing development among students in primary and secondary schools in Hong Kong
This study explores the motivational factors that influence Chinese writing development
Project Start Year: 2013, Principal Investigator(s): Yeung, Patcy (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
A Longitudinal Examination of Late-emerging Reading Difficulties in Hong Kong Chinese Children
Reading difficulties (RD) may have significant impact on children’s academic achievement in school and can lead to potential behavioral and social problems. Although considerable research has been focused on the early identification of children at risk for RD, little work has examined children who do not develop RD until the late primary or elementary school grades. This late-emerging RD or LRD shows signs of reading failure in the fourth or fifth grades and is estimated to affect between 20% and 46% for English-speaking children. However, even though the Chinese have the largest population in the world, no research to date has examined the nature of Chinese-speaking children developing LRD in the senior primary grades. Chinese is an interesting case for study in the examination of this issue because Chinese language is quite different from alphabetic languages in terms of visual, orthographic, phonological and morphological features. Thus, the manifestations of reading difficulties may have different causes, risk factors, and signs related to LRD in Chinese children.The aims of this proposed project are three-fold: (a) to examine the heterogeneity of LRD, (b) to investigate the extent to which LRD and early reading difficulty (ERD) readers exhibit characteristics that are similar to or different from their profiles when compared to typically developing readers, (c) to examine the relationship between executive functioning, cognitive-linguistic, oral language skills, and reading outcomes among the LRD and ERD readers. Three hundred Hong Kong Chinese-speaking children will be administered a wide range of oral language, executive functioning, and cognitive-linguistic skills over four years from second to fifth grades. Latent transition, path and profile analysis will be used to (a) examine the presence of heterogeneous developmental patterns, (b) investigate the interrelationships of oral language, executive functioning, cognitive-linguistic skills, and reading outcomes among the subgroups, (c) investigate individual differences in developmental profiles across tasks.

The outcome of this project will have significant theoretical and educational implications in that it will enhance our understanding of the heterogeneity issue of RD, the characteristics of LRD and subtyping in Chinese-speaking population and thus help us to develop the early identification tools and design appropriate intervention programs.
Project Start Year: 2013, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
The Perception of Native English Fluent Speech in Chinese Learners of English: Individual Difference, Error Profile and Cognitive-linguistic Correlates
This study examines various aspects of fluent speech perception in Chinese learners of English
Project Start Year: 2013, Principal Investigator(s): WONG WAI LAP, SIMPSON 黃緯立 (CHUNG, Kevin Kien Hoa 鍾杰華 as Team Member)

 
Theory of mind development and use in children from Hong Kong and the UK - A latent variable study
Cross cultural study of theory of mind development from early childhood to adolescence.
Project Start Year: 2012, Principal Investigator(s): WANG, Zhenlin 王貞琳, Prof Claire Hughes (UK side) (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Hong Kong students diagnosed with childhood dyslexia: What is and is not compensated?
About 10% of the school population suffers from dyslexia, a major stressor on children’s personal, emotional and social development. Research has revealed a number of problems associated with dyslexia in children, but little follow up into adolescence has been done on this disability. However, we do know that around 20% of the dyslexic population with diagnosed childhood dyslexia will compensate in adolescence to the point that their reading is well within the normal range, at least in alphabetic languages. The proposed project will examine the cognitive and neurophysiological levels of linguistic sensitivity in a group of Hong Kong Chinese-speaking compensated and uncompensated dyslexic adolescents. The aims are fourfold: (a) to examine which language-related cognitive tasks are the best for distinguishing compensated and uncompensated dyslexic
adolescents from normal readers, (b) to investigate the extent to which compensated dyslexics have overcome deficiencies in reading and language-related cognitive processes and what residual difficulties still remain, (c) to examine to what extent compensated and uncompensated dyslexics exhibit cognitive profiles that are similar or different from their childhood profiles and (d) to use electrophysiological measures to investigate various cognitive aspects of linguistic processes that underlie both groups.

This project will adopt a multi-dimensional approach that considers reading problems as a manifestation of a complex disorder involving multiple dimensions of cognitive and neurological processing. In phase 1, various cognitive measures associated with reading difficulty will be tested to obtain clear cognitive profiles of all participants. A total of 160 Hong Kong secondary school students will be recruited in four groups: 40 uncompensated dyslexics (UD), 40 compensated dyslexics (CD), 40 chronological age matched (CA) and 40 reading-level-matched (RL). In Phase II, the 160 students from Phase I (40 per group) will participate in different experiments involving linguistic stimuli and ERP in order to test the extent to which compensated and uncompensated Chinese adolescent dyslexics show different pre-attentive processes in response to verbal stimuli. The findings of this project will have significant theoretical and educational implications. Practically, understanding compensation can provide important
information about variability in adolescent literacy development. Theoretically, the results will enhance our understanding of the characteristics of both dyslexic groups in the Chinese-speaking population. Furthermore, the project will offer an insight into the pathophysiology that may yield information on the neurobiological markers related to the causes of Chinese developmental dyslexia.
Project Start Year: 2012, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Reading difficulties in Chinese (L1) and English (L2): Co-occurrence and cognitive and perceptual correlates in Hong Kong children
Is it possible to have a reading difficulty in Chinese but not in English or vice versa? What does this dissociation (or overlap) indicate about cognitive and perceptual underpinnings of reading? The proposed study attempts to answer these questions by testing for reading difficulties in Chinese and English among 80 Hong Kong second graders with dyslexia (in Chinese) and 80 children without dyslexia matched by age, nonverbal IQ, and parental background measure s. All children will be tested on phonological processing, morphological awareness, and rapid automatized naming skills,measures typically linked to reading skills in one or both orthographies, as well as English word reading. Children scoring in the lowest 20% on the English word reading test (based on norms from other Hong Kong second graders) will be designated as having specific reading difficulties in English.

Testing will yield a) an estimate of the co-occurrence of reading difficulties in Chinese and English and b) an indication of those cognitive tasks that best explain Chinese dyslexia, English word reading problems, and/or both, in Hong Kong Chinese children. We will also use event-related potentials (ERPs) to further explore the extent to which auditory and/or speech perception may underpin reading difficulties in Chinese as a first language (L1) and English as a foreign language (EFL). Here, 15 children each in one of four categories (1) dyslexic in Chinese; adequate English word reading, 2) dyslexic in Chinese; English reading problems, 3) low word reading in English only, 4) no reading
difficulties in either Chinese or English) will be tested on four contrasts, two auditory (temporal processing and amplitude modulation) and two speech (voice onset time and lexical tone, both in Chinese) tasks. All will be administered as forced choice behavioral decision tasks, with both accuracy and speed data recorded. ERP responses to general auditory patterns and speech-specific responses will also be recorded . Data analyses will focus on distinguishing which tasks best identify those with and without reading difficulties in Chinese and English, demonstrating the importance of a) general temporal and rhythmic auditory processing and b) segmental and suprasegmental speech perception for reading in Chinese and English.

Practically, such results may suggest optimal testing tools for diagnosing dyslexia in Chinese and/or reading difficulties in EFL. Theoretically, results will demonstrate similarities and differences in cognitive and perceptual correlates of reading difficulties in Chinese as compared to EFL, as well as links across these.
Project Start Year: 2011, Principal Investigator(s): McBride-Chang Catherine (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
The Impacts of Social and Psychological Factors on English and Putonghua Learning and the Implications to Education Policies
Under the “Biliterate and Trilingual” policy, Hong Kong Cantonese-speaking primary and secondary students are required to attend compulsory English and Putonghua classes. Such learning demands have drawn our attention to the special learning needs of these students. We propose a study to examine factors that affect students’ readiness in learning English and Putonghua.

We will examine how positive (e.g., integrative and instrumental motivations and metacognitive knowledge) and negative (e.g., nonnative language learning anxiety) psychological traits can affect the students’ willingness to communicate, identity formation (e.g., self and national identities), and language aptitudes.

The results of this project will enhance our understanding of the mechanisms through which English and Putonghua learning proceeds in Hong Kong students. Our findings aim to inform the respective policies of the Hong Kong government and the schools on the allocation of resources for English and Putonghua education, particularly for curriculum planning and teacher training. Such findings can contribute to the goals of internationalizing Hong Kong’s education sector and maintaining its status as an international city.
Project Start Year: 2011, Principal Investigator(s): WONG WAI LAP, SIMPSON 黃緯立 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
A preliminary study of the perception and production of connected speech in English by Chinese-speaking university students in Hong Kong
This is a 1-year project examining abilities associated with the perception and production of connected speech in English by Chinese-speaking university students in Hong Kong.
Project Start Year: 2011, Principal Investigator(s): WONG WAI LAP, SIMPSON 黃緯立 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Global conference on disorders in auditory processing, literacy, and related sciences
The conference is aimed at positioning Department of Special Education & Counselling (SEC) as a leader on the investigation of auditory processing disorder, visual processing disorders, and literacy disorders in the Asia Pacific region. The conference signify that Department of SEC of HKIEd is committed towards investigating the educational and educational profiles of childhood disorders in auditory processing, visual processing, and literacy, and their effects on childhood development in speech, language, hearing, reading, writing and academic attainment.

To the best of our knowledge, this is first global conference with cross-disciplinary foci on issues in identifying and remediating childhood disorders in auditory processing, visual processing, literacy and related areas. The conference would position Department of SEC as a global hub for the Asia Pacific region the in these research areas. It is anticipated that more than 300 participants will attend this conference mainly from the Asia Pacific regions
Project Start Year: 2011, Principal Investigator(s): YUEN, Chi Pun 袁志彬 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)

 
Compensated or Not Compensated: Why and to What Extent Do Some Hong Kong Students Diagnosed with Childhood Dyslexia Overcome this Disability in Adolescence?
About 10% of the school population suffers from dyslexia, a major stressor on children’s personal, emotional and social development. Research has revealed a number of problems associated with dyslexia in children, but little follow up into adolescence has been done on this disability. However, we do know that around 20% of the dyslexic population with diagnosed childhood dyslexia will compensate in adolescence to the point that their reading is well within the normal range, at least in alphabetic languages. The proposed project will examine which language-related cognitive tasks are the best for distinguishing compensated and uncompensated dyslexic adolescents from normal readers. This project will adopt a multi-dimensional approach that considers reading problems as a manifestation of a complex disorder involving multiple dimensions of cognitive-linguistic processing. The findings of this project will have significant theoretical and educational implications. The results will enhance our understanding of the characteristics of both dyslexic groups in the Chinese-speaking population. The project will also offer an insight into the pathophysiology that may yield information on the neurobiological markers related to the causes of Chinese developmental dyslexia.
Project Start Year: 2010, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
READ & WRITE: A Jockey Club Learning Support Network - Publishing a Standard Assessment Battery for Identification of Secondary School Students with Dyslexia in Hong Kong
The prevalence of children with specific learning difficulties (SpLD) in Hong Kong is reported to be at 10% (Chan, Ho, Tsang, Lee & Chung, 2007). Of these 6.2% were mild, and 2.2% and 1.3% were moderate and severe respectively. So far, this prevalence rate is yet included any rate of occurrence of SpLD among adolescents. To provide a full picture of SpLD in Hong Kong, it is important to take into the computation of the reliability and validity data collected through the administration of standardized assessment battery designed to assess various cognitive and academic variables needed to accurately identify and diagnose adolescents with SpLD. The development of the assessment battery will be developed to evaluate and interpret the cognitive skills and predictors related to the acquisition of literacy skills in Chinese, and use that information to provide suggestions for support in the areas of literacy difficulty. This battery will help psychologists to identify and assess secondary school students’ strengths and weaknesses in reading and writing.
Project Start Year: 2009, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Effectiveness of Early Intervention for Chinese Kindergarteners at Risk for Specific Learning Difficulties
This project is to investigate effective ways of helping to improve the language and literacy skills of the Hong Kong young children at risk for specific learning difficulties.
Project Start Year: 2009, Principal Investigator(s): CHUNG Kevin Kien Hoa

 
Longitudinal Predictors of Behavioral Regulation, Oral Language and Reading-related Cognitive Skills in Chinese Reading Achievement Across Chinese Children from Different SES Backgrounds
The proposed project seeks to establish the extent to which measures of behavioral regulation, along with other oral language and reading-related cognitive skills, can explain both concurrently and longitudinally the reading performance of Chinese children from relatively poor and middle socioeconomic status (SES) Hong Kong Chinese families. The findings from this work may elucidate the relations among behavioral regulation, a relatively broadly defined, distal factor in school success, other more proximal metalinguistic abilities such as oral language, phonological awareness and morphological awareness, and Chinese reading itself in children from different SES backgrounds. On the theoretical level, this research will clarify the importance of a model of reading achievement that includes behavioral regulation for beginning readers: is behavioral regulation a basic capacity that precedes and accounts for oral and reading-related skills in literacy acquisition or, rather, is behavioral regulation a socioemotional factor, complementary to cognitive skills, with an independent association with reading achievement in kindergarteners? In addition, our proposed research will highlight the extent to which these models vary with SES background. Practically, this research will highlight the extent to which there exist achievement differences in Hong Kong preschoolers based on SES level, the trajectories of literacy learning and achievement with development across these SES levels, and the importance of measuring behavioral regulation as an indicator of concurrent or subsequent school achievement. The results will have direct policy implications related to whether or not Hong Kong's poorer children are in need of additional educational interventions in kindergarten to get a "head start" in academic achievement, and whether or not kindergartens should explicitly assess young children's behavioral regulation skills and possibly provide interventions based on such assessments.
Project Start Year: 2009, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華

 
Cognitive Profiles of Chinese Children with Developmental Dyslexia: A Follow Up in Early Adolescence
This project will be first attempt to examine reading related cognitive profiles in Chinese adolescents with childhood histories of dyslexia. The main hypotheses of this study are as follows: (a) What are the cognitive abilities of dyslexia as Chinese children mature into adolescence? (b) Do these adolescents with childhood histories of dyslexia have difficulties in learning to read Chinese? (c) What impact does this have on their reading proficiency? and (d) What are the typical cognitive profiles of Chinese adolescents with dyslexia? This project will adopt a muli-dimensional approach that considers reading problems as a manifestation of a complex disorder that involves multiple dimensions of cognitive and related processing. The findings of this project will enhance our understanding of the characteristics of the Chinese dyslexic population and thus help facilitate appropriate training and intervention methods for these children.
Project Start Year: 2008, Principal Investigator(s): CHUNG Kevin Kien Hoa

 
An Early Intervention Study on Hong Kong Preschool Children At Risk for Specific Learning Difficulties
To evaluate the efficacy of an early intervention program on Hong Kong preschool children at risk for specific learning difficulties. The outcome of the project provide benefits for preschool children at for specific learning difficulties and their parents and educational psychologists.
Project Start Year: 2007, Principal Investigator(s): CHUNG Kevin Kien Hoa

 
Temporal Processing and Cognitive Processing in Chinese Dyslexic Children: Behavioral and Electrophysiological Investigation
This project is to examine developmental dyslexia in Chinese at several levels. The aims are threefold: (a) to evaluate the role of perceptual via auditory and visual temporal processing and cognitive processing skills and the ways in which these skills related to one another in dyslexia; (b) to investigate the profiles of developmental dyslexia in Chinese; and (c) to examine various perceptual and cognitive aspects of the pre-attentive and attentive processes that underline dyslexia though electrophysiological measures.
Project Start Year: 2005, Principal Investigator(s): CHUNG Kevin Kien Hoa