Journal Publications Publication in refereed journal Su, Y., Li, Y., & Li, H (2022). Familiarity ratings for 24,325 Simplified Chinese words. Behavior Research Methods, 5, 1-12 Li, Y.*, Wang, M., & Espinas, D (2022). Self-teaching new words among English language learners. Reading and Writing, 35, 1-12 Li, Y., Hui, Y., Li, H., & Liu, X. (2022). The use of phonological and semantic strategies in written word learning among Chinese children with dyslexia. Journal of Learning Disabilities, 55, 1-25 Li, Y., Wang, M., Li, C., & Li, M. (2022). Phonological training and word learning in a novel language. Frontiers in Communication, 5, 1-36 Li, Y., Xiao, L., & Li, H (2022). Self-teaching in Chinese: The roles of phonetic and semantic radicals in orthographic and vocabulary learning. Journal of Research in Reading, 46, 1-23 Georgiou, G., Cardoso-Martins, C., Das, J. P., Falcón, A., Hosokawa, M., Inoue, T., Li, Y., Martinez, D., Padakannaya, P., Parrila, R., Pollo, T., Salha, S. S., Samantaray, S., Shu, H., Tanji, T., Tibi, S., & Vieira, A. A. P. (2022). Within and cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: Evidence from eight languages representing three writing systems. . Journal of Cultural Cognitive Science. , 6, 1-25 周婷娜, 李宜逊, 李虹, 徐钟庚, 张锋, 程亚华. (2021). 汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究. 心理发展与教育,37(5),691-700 Doi:10.16187/j.cnki.issn1001-4918.2021.05.10 Li, Y., Hui, Y., Li, H., & Liu, X. (2021). Compensation for poor character learning: Intact visual and phonetic strategies among Chinese children with dyslexia. Annals of Dyslexia, 71, 127-149 Li, Y., Wang, M., & Espinas, D. (2021). Orthographic learning through self-teaching among learners of English as a second language. Reading and Writing, 34, 1295-1320 Li, Y., Li, H., & Wang, M. (2020). Orthographic learning via self-teaching in Chinese: The roles of phonological recoding, context, and phonetic and semantic radicals. Journal of Experimental Child Psychology, 199, 1-21 Yan, M., Li, Y., Sun, X., Zhou, X., Hui, Y., & Li, H. (2020). The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3-year longitudinal study. British Journal of Educational Psychology, 91(1), 300-314 Li, Y., Li, H., & Wang, M. (2020). The roles of phonological recoding, semantic radicals and writing practice in orthographic learning in Chinese. Scientific Studies of Reading, 24(3), 252-263 Li, Y., Chen, X., Li, H., Sheng, X., Chen, L., Richardson, U., & Lyytinen, H. (2020). A computer-based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia, 26(4), 377-393 闫梦格, 李虹, 李宜逊, 周雪莲, 回懿, 程亚华, 伍新春. (2020). 识字量和词汇知识在儿童阅读发展中的相对重要性. 心理发展与教育,36(3),311-317 Doi:10.16187/j.cnki.issn1001-4918.2020.03.08 岳鑫鑫, 韩冬影, 李虹, 于玲, 王久菊, 王玉凤, 姚贵忠, 程嘉, 李宜逊. (2019). 程序化拼音游戏训练对注意缺陷多动障碍共患阅读障碍患儿干预效果的研究. 中华精神科杂志,52(2),117-122 Doi:10.3760/cma.j.issn.1006-7884.2019.02.003。 Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H. (2018). Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology, 110(2), 180-202 回懿, 周雪莲, 李宜逊, 德秀齐, 李虹, 刘翔平. (2018). 小学低年级汉语儿童语言能力的发展轨迹:认知能力的预测作用. 心理发展与教育,34(1),73-79 Doi:10.16187/j.cnki.issn1001-4918.2018.01.09 Li, H., Dronjic, V., Chen, X., Li, Y., Cheng, Y., & Wu, X. (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44(5), 1218-1247 李宜逊, 李虹, 德秀齐, 盛小添, 乌拉.理查德森, 海琦.莱汀恩. (2017). 游戏化学习促进学生个性化发展的实证研究——以GraphoGame 拼音游戏为例. 中国电化教育, 364, 95-101 Cui, J., Georgiou, G. K., Zhang, Y., Li, Y., Shu, H., & Zhou, X. (2017). Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. Journal of Experimental Child Psychology, 154, 146-163 李宜逊, 肖林清, 张 洁, 李 虹, 刘翔平. (2016). 汉字结构特点和出现次数在儿童字形学习中的作用. 心理科学,39(5),1105-1109 Doi:10.16719/j.cnki.1671-6981.20160513 周雪莲, 程亚华, 李宜逊, 韩春翔, 李 虹. (2016). 朗读流畅性在儿童阅读发展中的预测作用. 心理发展与教育,32(4),471-477 Doi:10.16187/j.cnki.issn1001-4918.2016.04.11 丁凤姣, 程亚华, 张 洁, 李宜逊, 李 虹. (2016). 协作推理讨论对小学生论证技能的促进. 课程. 教材. 教法,36(3),108-113 Doi:10.19877/j.cnki.kcjcjf.2016.03.020
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