Dr LI, Yixun   李宜遜
Assistant Professor
Department of Early Childhood Education
Phone No: (852) 2948 7789
Fax No: (852) 2948 7160
Email: lyixun@eduhk.hk
Contact
ORCiD
0000-0003-2193-6126
Phone
(852) 2948 7789
Fax
(852) 2948 7160
Email
lyixun@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Research Interest
  • Language Development and Reading Acquisition
  • English-Chinese Bilingual Reading
  • Technology-Based Reading Intervention
  • Text Readability and Leveled Reading
Teaching Interest
  • Language Development and Reading Acquisition
  • Learning and Teaching
  • Educational Psychology
  • Research Methods
External Appointment

Personal Profile

Dr. LI Yixun Annie has a multidisciplinary academic background in Education, Psychology, and Engineering. Over the past decade, she has devoted her passion to investigating reading development and intervention among young children. To continue her research work as a lifelong career, she joined the ECE department at the EdUHK in July 2021, right after obtaining a Ph.D. degree in Human Development from the University of Maryland, College Park (UMD) in the U.S.A. She has been publishing widely in high-quality peer-reviewed journals, books, and international conferences, as well as reviewing for prestigious journals and conferences. In July 2021, she received the Rebecca L. Sandak Young Investigator Award from Society for Scientific Study of Reading, the most prestigious international society for reading research, in recognition of her showing outstanding promise and dedication to the field. During her time at UMD, she was a U.S. National-Science-Foundation-funded Language Science Fellow at the Maryland Language Science Center and also earned a graduate certificate in statistical analysis in 2020. She was a visiting researcher at the University of Jyvaskyla in Finland (2016-2017; fully funded by Marie Curie International Staff Exchange Scheme of the European Union), where she worked on international collaborative projects concerning computer-based reading intervention for young children. She holds a master’s degree in Developmental and Educational Psychology from Beijing Normal University and a bachelor’s degree in Engineering from North China Electric Power University.

Recent calls:

Doctoral advising: Accepting motivated EdD students who are interested in reading research (broadly defined) in the coming academic year.

Guest editing: Call for papers on Second Language Reading in Languages https://www.mdpi.com/journal/languages/special_issues/second_language_reading

Research Interest

  • Language Development and Reading Acquisition
  • English-Chinese Bilingual Reading
  • Technology-Based Reading Intervention
  • Text Readability and Leveled Reading
Teaching Interest

  • Language Development and Reading Acquisition
  • Learning and Teaching
  • Educational Psychology
  • Research Methods
External Appointment

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Li, Y.*, & Zou, L (2022). The application of AI teacher in facilitating game-based literacy learning: An introduction to theories and evidence-based tools. L. Carol-Ann, Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning. (381-395). Hershey, USA: IGI Global Press
Espinas, D., Wang, M., & Li, Y. (2020). Orthographic learning: A multilingual perspective. G. Neokleous, A. Krulatz, & R. Farrelly, Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (82-106). Hershey, USA: IGI Global Press

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

Conference Papers
Refereed conference paper
Zhao, Y., Li, Y., Choi, D., Joseph, M., & Dunlap., K (2022, 4). Students’ perceived support and motivational impact by transition to online learning during COVID-19. The annual conference for the American Educational Research Association (AREA), San Diego, USA
Zhao, Y., Li, Y., Xu, Z., Zhang, B., &. Liew, Jeffrey (2022, 4). The relationship between self-regulated learning strategies and academic performance in online context: A meta-analysis. The annual conference for the American Educational Research Association (AERA), San Diego, USA
Li, Y., & Wang, M (2021, 7). A systematic review of orthographic learning via self-teaching. The 28th Society for the Scientific Study of Reading Annual Meeting (SSSR), Lancaster, UK
Li, Y., Espinas, D., Wang, M., & Peng, P. (2021, 1). Self-teaching across writing systems: A meta-analysis. The 11st annual Budapest CEU Conference on Cognitive Development (BCCCD21), Budapest, Hungary

Project

Constructing and validating readability models for Chinese elementary school texts in Hong Kong
For the first time, the proposed project aims to construct and validate readability models for Chinese texts based on Chinese language arts textbooks for elementary school children in Hong Kong.
Project Start Year: 2022, Principal Investigator(s): LI, Yixun 李宜遜
 
Contributions of Decoding, Vocabulary, and Reading Motivation to Reading Comprehension in Chinese
Traditionally, reading researchers investigate literacy development through the lens of cognitive perspectives without considering emotional aspects. It is critical to incorporate both cognitive and emotional perspectives to gain a fuller picture of literacy development among young children. Furthermore, relatively limited attention has been paid to non-alphabetic writing systems, such as Chinese. To fill these gaps, the present study is among the first to examine the contributions of decoding, vocabulary, and reading motivation to reading comprehension simultaneously in Chinese.
Project Start Year: 2021, Principal Investigator(s): LI, Yixun 李宜遜
 
Prizes and awards

The Rebecca L. Sandak Young Investigator Award

Date of receipt: /7/2021, Conferred by: Society for Scientific Study of Reading (SSSR)