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
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

Professional 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. During her time at UMD, she was a 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.

Journal Guest Editor

Journal Reviewer

  • Journal of Experimental Child Psychology
  • Contemporary Educational Psychology
  • Applied Psycholinguistics
  • International Journal of Bilingual Education and Bilingualism
  • International Multilingual Research Journal
  • International Review of Applied Linguistics in Language Teaching
  • Journal of Cultural Cognitive Science
  • Frontiers in Psychology

Award Reviewer

  • Student Research Award, Association for Psychological Science 2020; 2021

Conference Reviewer

  • Division 15 (Educational Psychology), American Psychology Association 2021

Membership

  • American Association for the Advancement of Science
  • American Educational Research Association
  • American Psychology Association
  • Psychonomic Society
  • Association of Psychological Science
  • Women in Cognitive Science
  • Society for the Scientific Study of Reading
  • Association for Reading and Writing in Asia

Committee

  • Departmental Research and Higher Degrees Committee, ECE Department, The Education University of Hong Kong, 2021-2023
  • Board of Examiners (Departmental Representative) for Professional Development Programmes, ECE Department, The Education University of Hong Kong, 2021-2022
  • Review Committee on Research, Maryland Language Science Center, 2021
  • Internal Self-study Committee, Maryland Language Science Center, 2019
  • Outreach Committee, Maryland Language Science Center, 2018
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
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 (200-220). 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
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.
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.
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.
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.

Conference Papers
Zhao, Y., Li, Y., Choi, D., Joseph, M., & Dunlap., K (2022, April). 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, April). 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, July). 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, January). Self-teaching across writing systems: A meta-analysis. The 11st annual Budapest CEU Conference on Cognitive Development (BCCCD21), Budapest, Hungary.

Project

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, . . .
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)