Prof CHUNG, Kevin Kien Hoa   鍾杰華
Chair Professor
Department of Early Childhood Education
Phone No: (852) 2948 7760
Fax No: (852) 2948 7160
Email: kevin@eduhk.hk
Contact
ORCiD
0000-0002-8105-7361
Phone
(852) 2948 7760
Fax
(852) 2948 7160
Email
kevin@eduhk.hk
Scopus ID
57202306189, 13302613100
Research Interest

Developmental dyslexia and learning disabilities, literacy acquisition, assessment and instruction, mathematical learning, cognitive and social-emotional development, and inclusive education.

Teaching Interest

Learning difficulties, Special education, Child development, and Research methods

External Appointment

Reviewer (Grants)

  • General Research Fund (GRF)

Services to Community

  • Member of the Advisory Committee of Learning & Teaching Expo 2017
  • 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

Professional 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 was a Head of Department for the Department of Early Childhood Education from July 2014 to December 2019 and Department of Special Education and Counselling from July 2011 to June 2014 at EDUHK. He previously served as an Associate Dean (Research) 2008 to 2010, Faculty of Education Studies, and a Coordinator, KRA: Learning and Assessment at the Hong Kong Institution of Education (HKIED). Prior to joining the Institute, he was an Assistant Professor and Program Director of Master of Education (Special and Inclusive Education), Faculty of Education at the University of Hong Kong (HKU). He was also a high school teacher in Sydney for more than four years before embarking on an academic career.

His research and teaching focus on developmental dyslexia and learning disabilities, literacy acquisition, assessment and instruction, cognitive and social-emotional development, and inclusive education. Kevin has published widely in the areas of dyslexia, reading and writing, child development, educational psychology, psycholinguistics, and cognitive neuroscience of language. He serves on the editorial boards of the top ranked journals in his field.

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 is a Chairperson of Steering Committee of the PISA 2018 and PISA 2021 in Hong Kong. He is also a Specialist of the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ).

He is elected Fellow of the Association for Psychological Science (APS), 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 Vice President and Board Member of Association for Reading and Writing in Asia. He won 6 General Research Fund grants, 3 Quality Education Fund, 1 Standing Committee on Language Education and Research, 2 Simon K.Y. Lee Foundation, and 3 Hong Kong Jockey Club Charities Trust. Kevin also 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).

Research Interest

Developmental dyslexia and learning disabilities, literacy acquisition, assessment and instruction, mathematical learning, cognitive and social-emotional development, and inclusive education.

Teaching Interest

Learning difficulties, Special education, Child development, and Research methods

External Appointment

Reviewer (Grants)

  • General Research Fund (GRF)

Services to Community

  • Member of the Advisory Committee of Learning & Teaching Expo 2017
  • 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

Selected Output

Scholarly Books, Monographs and Chapters
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., 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.
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.
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.

Journal Publications
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.
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, Online first, 1-19.
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.
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, Online First, 1-16.
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. (2019). The Roles of Social Mastery Motivation and Parental Response in Preschoolers’ Vocabulary Knowledge and Self-regulation. Early Child Development and Care, Retrieved from https://www.tandfonline.com/doi/full/10.1080/03004430.2019.1596902, online, 1-16.
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.I., 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(5), 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.
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.
Chung, K. K.H. (2015). Behavioural self-regulation and its contribution to reading among Chinese poor readers (DOI: 10.3850/S2345734115000174). Asia Pacific Journal of Developmental Differences, Retrieved from http://www.researchgate.net/profile/Kevin_Chung4/publication/272826980_Behavioural_self-regulation_and_its_contribution_to_reading_among_Chinese_poor_readers/links/54f08f290cf24eb87940e405.pdf, 2(1), 5-25.
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.
Chung, K., Lo, C. M., Ho, C. S. H., Xiao, X., & Chan, D. W. (2014). Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study (DOI 10.1007/s11881-014-0095-2). Annals of Dyslexia, 64, 222-247.
Tong, X., McBride, C., Lee, C.-Y., Zhang, J., Shuai, L., Maurer U., & Chung, K. K. H. (2014). Segmental and suprasegmental features in speech perception in Cantonese-speaking second graders: An ERP Study. (DOI:10.1111/psyp.12257). Psychophysiology, 51, 1158-1168.
Tong, X., Chung, K. K. H., & McBride, C. (2014). Two-Character Chinese Compound Word Processing in Chinese Children With and Without Dyslexia : ERP Evidence. Developmental Neuropsychology, 39(4), 285-301.
Tong, X., Chung, K., & McBride, C. (2014). Two-Character Chinese Compound Word Processing In Chinese Children with and Without Dyslexia: ERP Evidence. Developmental neuropsychology, 39(4), 285-301.
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.
Yeung, P. -S., Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., & Wong, Y. -K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55-66.
Chung, K. K. H., McBride-Chang, C., Cheung, H., & Wong, S.W.L. (2013). General auditory processing, speech perception, and phonological awareness in Chinese-English biliteracy. Journal of Research in Reading, 36(2), 202-222.
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.
Ching, B. H. -H., Ho, C. S. -H., Chan, D. W., Chung, K. K. H., & Lo, L. -Y. (2012). Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers' behavior checklist in Hong Kong (doi: 10.1017/S0142716413000179). Applied Psycholinguistics, Retrieved from http://journal.cambridge.org/action/displayAbstract?fromPage=online&aid=8851677, online publication, .
Chung, K. K.-H., Tong, X., & McBride-Chang, C. (2012). Evidence for a deficit in orthographic structure processing in Chinese developmental dyslexia: An event-related potential study. Brain Research, 1472, 20-31.
Yeung, P.-S. , Ho, C. S.-H., Chung, K.K.H., & Chan, D. W.-O. (2012). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing: An Interdisciplinary Journal, doi:10.1007/s11145-012-9411-6, .
Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K. H., & Lo, L.-Y. (2012). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, doi: 10.1017/ S0142716412000239, ., .
Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S. -M., & Lee, S. -H. (2012). The Hong Kong behavior checklist for primary students: Developing a brief dyslexia screening measure. International Journal of Disability, Development and Education, 59, 173-196.
Chik, P. P., Ho, C. S. –H., Yeung, P., Wong, Y. –K., Chan, D. W., Chung, K. K. –H., & Lo, L. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children. Annals of Dyslexia, 62, 1-18.
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.
Chung, K.K.-H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103, 909-921.
Chung, K. K. H., & McBride-Chang, C., Cheung, H., & Wong, S. W. L. (2011). General auditory processing, speech perception and phonological awareness skills in Chinese-English biliteracy. Journal of Research in Reading, Advance online publication,doi: 10.1111/j.1467-9817.2011.01500.x, ., .
McBride-Chang, C., Chung, K. K.-H., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 110, 422-433.
Yeung, P.-S., Ho, C. S. –H., Chik, P. P.-M., Lo, L. -Y, Hui, L., Chan, D. W., & Chung, K. K. –H. (2011). Reading and spelling Chinese among beginning readers: what skills make a difference?. Scientific Studies of Reading, 15, 285-313.
Chung, K. K. H., Ho, C. S.-H., Chan, D. W., Tsang, S. -M., & Lee, S. -H. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24, 835-859.
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.
Chung, K. K. H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2010). Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia, 16, 2-23.
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
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.
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.
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.
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.
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.
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, 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.
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 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.
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.

Creative and Literary Works, Consulting Reports and Case Studies
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。
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。
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。
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
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.

Project

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 (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 process . . .
Project Start Year: 2020, Principal Investigator(s): WANG, Li-chih 王立志 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
How do Overexcitability and Play Characteristics Affect Creative Potentials in Kindergarten Children?
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Project Start Year: 2020, Principal Investigator(s): FUNG, Wing Kai 馮永佳 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
Preparing Teachers and Parents to Support Positive Education and Children Wellbeing
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 impor . . .
Project Start Year: 2020, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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)
 
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)
 
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 . . .
Project Start Year: 2019, 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
 
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)
 
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 ro . . .
Project Start Year: 2018, Principal Investigator(s): WANG, Li-chih 王立志 (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)
 
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 . . .
Project Start Year: 2018, Principal Investigator(s): McBride Catherine A (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)
 
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 a . . .
Project Start Year: 2017, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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 i . . .
Project Start Year: 2017, Principal Investigator(s): KAM, Chi Shan 甘志珊 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
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)
 
Dialogical Reading Programme on Chinese Language and Emergent Literacy Learning in Ethnic Minority Preschool Children in Hong Kong
The proposed study aims to examine the training effects of a dialogic reading programme, coupled with or without morphological and orthographic skills, on Chinese language and emergent literacy skills in ethnic minority children who are learning Chinese as a second language (L2) in Hong Kong preschools. For young Chinese preschool L2 children living in Hong Kong, at least two challenges lie that hamper their progress in Chinese learning. First, they are acquiring oral language at the same time a . . .
Project Start Year: 2016, Principal Investigator(s): ZHOU, Yanling 周彥玲 (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)
 
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
 
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 f . . .
Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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 i . . .
Project Start Year: 2016, 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 a . . .
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 othe . . .
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 . . .
Project Start Year: 2015, Principal Investigator(s): WONG, Wai Ho Savio 黃蔚皓 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
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 . . .
Project Start Year: 2015, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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 furth . . .
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, work . . .
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)
 
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% an . . .
Project Start Year: 2013, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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 pro . . .
Project Start Year: 2013, Principal Investigator(s): WONG, Wai Ho Savio 黃蔚皓 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
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)
 
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 longitudi . . .
Project Start Year: 2013, Principal Investigator(s): LIU, Duo 劉鐸 (CHUNG, Kevin Kien Hoa 鍾杰華 as Team Member)
 
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)
 
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 alphabeti . . .
Project Start Year: 2012, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華
 
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)
 
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 . . .
Project Start Year: 2011, Principal Investigator(s): YUEN, Chi Pun 袁志彬 (CHUNG, Kevin Kien Hoa 鍾杰華 as Co-Investigator)
 
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 p . . .
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., . . .
Project Start Year: 2011, Principal Investigator(s): WONG, Wai Lap Simpson 黃緯立 (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 alphabeti . . .
Project Start Year: 2010, 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 . . .
Project Start Year: 2009, 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 standar . . .
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 profi . . .
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 ele . . .
Project Start Year: 2005, Principal Investigator(s): CHUNG Kevin Kien Hoa