Dr LI, Yixun    李宜遜 博士
Assistant Professor
Department of Early Childhood Education
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
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=280653&name=LI, Yixun
Scopus ID
57191965344
SDGs
4 - Quality Education
Research Interests
  • Language Development and Reading Acquisition
  • English-Chinese Bilingual Reading
  • Technology-Based Reading Intervention
  • Text Readability and Leveled Reading
Teaching Interests
  • Language Development and Reading Acquisition
  • Research Methods
  • Educational Psychology
  • Learning and Teaching
External Appointments


  • Associate Editor for Journal of Research in Reading
  • Associate Editor for Journal of Experimental Psychology: Applied
  • Editorial Board for Infant and Child Development
  • Member of Governing Council Publications Committee of Society for Research in Child Development (SRCD)
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 many prestigious journals and conferences. She has been an Associate Editor for the Journal of Research in Reading since November 2022, an Associate Editor for the Journal of Experimental Psychology: Applied and a member of the Editorial Board for Infant and Child Development since January 2023. In July 2021, she received the Rebecca L. Sandak Young Investigator Award from Society for Scientific Study of Reading, one of the most prestigious international societies 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 Call:

Accepting motivated PhD/EdD students who are willing to devote themselves to literacy research (broadly constructed) in the upcoming academic years.


Research Interests
  • Language Development and Reading Acquisition
  • English-Chinese Bilingual Reading
  • Technology-Based Reading Intervention
  • Text Readability and Leveled Reading
Teaching Interests
  • Language Development and Reading Acquisition
  • Research Methods
  • Educational Psychology
  • Learning and Teaching
External Appointments


  • Associate Editor for Journal of Research in Reading
  • Associate Editor for Journal of Experimental Psychology: Applied
  • Editorial Board for Infant and Child Development
  • Member of Governing Council Publications Committee of Society for Research in Child Development (SRCD)
Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Li, Y., Wang, M., & Zhang, N. (2022). Cross-language transfer in Chinese-English bilingual reading. P. Koh & X. Chen, Oral Language and Higher-Order Processes in Chinese Reading (1-24). New York, USA: Springer Nature.
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.
Li, H., Li, Y., De, X., & Lyytinen, H. (2016). 拼音游戏课——拼音游戏与汉语儿童拼音技能发展 [The role of GraphoGame in pinyin learning for Chinese children]. Li., W. L., & Shu, H., The World of Children's Reading: Studies of Psycholinguistics in Early Reading IV (22-40). Beijing, China: Beijing Normal University Press.
Lyytinen, H., Erskine, J., Li, Y., Su, M., & Li, H. (2016). 阅读障碍儿童的阅读发展——一项关于芬兰语和汉语的追踪研究 [Trajectories of reading development and early identification and prevention of difficulties of reading acquisition: evidence from a longitudinal study in Finland and China]. Li, W. L., & Shu, H., The World of Children's Reading: Study of Psycholinguistics in Early Reading I (200-220). Beijing, China: Beijing Normal University Press.

Journal Publications
Publication in refereed journal
Cheng, Y., Li, Y., Zhang, W., & Jia, K. (2025). The reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6. Reading Research Quarterly, 60(1), e606. https://doi.org/10.1002/rrq.606
Li, Y., Jia, K., Myat Kyaw, HM., Li, H., & Yan, M. (2024). The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children. Journal of Research in Reading, 47(4), 557-579. https://doi.org/10.1111/1467-9817.12466
Fan, Y., Li, Y., Luo, M., Bai, J., Jiang, M., Xu, Y., & Li, H. (2024). An abbreviated Chinese dyslexia screening behavior checklist for primary school students using a machine learning approach. Behavior Research Methods, 56, 7892-7911. https://doi.org/10.3758/s13428-024-02461-w
Feng, Y., Wang, J., Shen, L., Li, Y., Song, X., Wu, X., Li, H., Chen, W., & Cheng, Y. (2024). The Prediction of Radical Awareness in Lower-Grade Students to Their Chinese Character Reading and Reading Comprehension in Grade 3. Psychological Development and Education, 40(6), 816-823. https://link.cnki.net/urlid/11.1608.b.20240228.1732.014
Zong, Z., Yang, W., & Li, Y. (2024). Exploring social-emotional learning in China: A mixed-methods study with Chinese early childhood teachers. Discover Education, 3, Article 14. https://doi.org/10.1007/s44217-024-00098-7
程亚华, 沈岚岚, 李宜逊, 伍新春, 李虹, 王铁群, & 程芳 (2024). 家庭阅读环境对学龄儿童汉字识别, 口语词汇知识与阅读理解的影响: 一个发展级联模型. 心理学报, 56(1), 83-92. https://doi.org/10.3724/SP.J.1041.2024.00083
Su, Y., Li, Y., & Li, H. (2023). Development and validation of the simplified Chinese author recognition test: Evidence from eye movements of Chinese adults in Mainland China. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12437
Liu, M., Li, Y., Su, Y., & Li, H. (2023). Text complexity of Chinese elementary school textbooks: Analysis of text linguistic features using machine learning algorithms. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2023.2244620
程亚华, 冯瑶, 李宜逊, 马嘉琪, 沈岚岚,张文建, 伍新春, 冯秋迪 (2023). 小学儿童口语词汇知识的发展轨迹及其对阅读能力的预测：一项潜变量增长模型. 心理学报, 55(7), 1074-1086 Doi:10.3724/SP.J.1041.2023.01074.
Li, Y.*, & Wang, M. (2022). A systematic review of orthographic learning via self-teaching. Educational Psychologist, 58, 1-22. https://doi.org/10.1080/00461520.2022.2137673
Su, Y., Li, Y., & Li, H. (2022). Imageability ratings for 10,461 Chinese two-character words and their contributions to lexical processing. Current Psychology, 41, 1-16. https://doi.org/10.1007/s12144-022-03404-4
Su, Y., Li, Y., & Li, H (2022). Familiarity ratings for 24,325 Simplified Chinese words. Behavior Research Methods, 5, 1-12. https://doi.org/10.3758/s13428-022-01878-5
Li, Y.*, Wang, M., & Espinas, D (2022). Self-teaching new words among English language learners. Reading and Writing, 35, 1-12. https://doi.org/10.1007/s11145-022-10291-5
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. https://doi.org/10.1177/00222194221077685
Li, Y., Wang, M., Li, C., & Li, M. (2022). Phonological training and word learning in a novel language. Frontiers in Communication, 5, 1-36. https://doi.org/10.3389/fcomm.2022.629349
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. https://doi.org/10.1111/1467-9817.12379
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, 151-168. https://doi.org/10.1007/s41809-021-00092-7
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. https://doi.org/10.1007/s11881-020-00210-0
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. https://doi.org/10.1007/s11145-020-10115-4
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. https://doi.org/10.1016/j.jecp.2020.104913
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. https://doi.org/10.1111/bjep.12365
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. https://doi.org/10.1080/10888438.2019.1663199
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. https://doi.org/10.1002/dys.1654
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. https://doi.org/10.1037/edu0000216
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. https://doi.org/10.1017/S0305000916000477
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. https://doi.org/10.1016/j.jecp.2016.10.008
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
Fan, Y., Liu, M., Li, Y., & Li, H. (2024, July). Individualized lexical coverage and reading comprehension in Children: Toward a Chinese Lexical Coverage Threshold Hypothesis. Poster to be presented at the 31st Society for the Scientific Study of Reading Annual Meeting (SSSR2024), Copenhagen, Denmark., Copenhagen, Denmark..
Li, H., Fan, Y., Zhao, Y., & Li, Y. (2024, July). How many known characters are enough? The contribution of individualized lexical coverage to Chinese reading comprehension. Spoken paper to be presented at the 31st Society for the Scientific Study of Reading Annual Meeting (SSSR2024), Copenhagen, Denmark., Copenhagen, Denmark..
Li, Y.*, & Zou, L.+ (2024, July). An intervention study on robot-assisted language learning among Chinese children. Spoken paper submitted to be presented at the 33rd International Congress of Psychology (ICP2024), Prague, Czech Republic., Prague, Czech Republic..
Liu, M., Li, Y., & Li, H. (2024, July). The development and validation of a leveled reading tool in Chinese: Connecting text complexity to children’s reading ability. Spoken paper submitted to be presented at the 31st Society for the Scientific Study of Reading Annual Meeting (SSSR2024), Copenhagen, Denmark., Copenhagen, Denmark..
Luo, M., Li, Y., Fan, Y., Bai, J., Jiang, M., Shi, C., Xu, Y. & Li, H. (2024, July). Test-based objective age-of-acquisition norms for 3,600 Chinese characters and their contributions to lexical processing. Spoken paper submitted to be presented at the 31st Society for the Scientific Study of Reading Annual Meeting (SSSR2024), Copenhagen, Denmark., Copenhagen, Denmark.
Myat Kyaw, H.M.+, Li, Y.*, Chan, D.K.C, & Capio, C.M. (2024, July). COVID-19 infection and Hong Kong children’s Chinese and English reading outcomes. Spoken paper to be presented at the 33rd International Congress of Psychology (ICP2024), Prague, Czech Republic., Prague, Czech Republic.
Chan, D. K. C., Capio, C. M., Cheung, S. K., & Li, Y. (2024, June). Motor proficiency and mathematics achievement in the context of long COVID. Poster presented at the 6th Annual Conference of the International Motor Development Research Consortium (IMDRC2024), Ghent, Belgium., Ghent, Belgium..
Jia, K. +, Zhang, X.+, & Li, Y.* (2023, July). A scoping review of text complexity research across language. Spoken paper presented at the 30th Society for the Scientific Study of Reading Annual Meeting (SSSR2023), Queensland, Australia., Queensland, Australia..
Li, Y.*, Jia, K.+, & Li, H (2023, July). The unique contributions of reading motivation to reading comprehension in Chinese children increase from Grades 2 to 4. Spoken paper presented at the 30th Society for the Scientific Study of Reading Annual Meeting (SSSR2023), Queensland, Australia., Queensland, Australia..
Xu, Z., Chan, K., Lau, S., Li, Y., & Liu, D. (2023, July). Using machine learning to explore the predictions of multilevel linguistic features to readability of Hong Kong elementary school textbooks. Poster to be presented at the 30th Society for the Scientific Study of Reading Annual Meeting (SSSR2023), Queensland, Australia., Queensland, Australia..
Zhang, W., Cheng, Y. &Li, Y. (2023, July). The predictive effect between children’s oral vocabulary knowledge and word structure awareness and their predictive effect to reading comprehension in Chinese: A longitudinal study from grades 3 to 6. Poster to be presented at the 30th Society for the Scientific Study of Reading Annual Meeting (SSSR2023), Queensland, Australia., Queensland, Australia..
Li, Y., Capio, C.M., Chan, K.C.D., & Cheung, S.K. (2023, June). COVID-19 Infection and Children’s Mathematics Learning. The 6th Annual Conference of the Mathematical Cognition and Learning Society (MCLS2023), Loughborough, United Kingdom. https://www.the-mcls.org/fileadmin/mcls/storage/conferences/2023_Loughborogh/20230526MCLS2023Programme_long_version7.pdf
Li, Y., Jia, K., Li, L., & Qiu, Z. (2023, June). Synthesizing Design Features of Literacy Apps for Young Children: Insights From Experimental Research [Paper presentation]. The 1st Meeting on Reading and Writing in Alternative Populations, Hong Kong. https://a580431d-bd70-4c3e-a3b7-08ac0c72aef1.filesusr.com/ugd/a77c61_bf2c12a287d1453d8021fc47ecf4753a.pdf
Jia, K., Wang, T., & Li, Y. (2023, February). The Unique Contribution of Visual Processing Skill to Chinese Oral Reading Fluency Beyond Phonological Awareness: A Pilot Study. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Li, L., & Li, Y. (2023, February). Technology-Enabled Chinese Language Learning: A Scoping Review From 2000 to 2022. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Li, L., Qiu, Z., & Li, Y. (2023, February). A Systematic Review of Literacy Apps for Young Children [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Li, Y., Liu, M., Zhang, Y., Mei, M., Ai, Z.Z., & Li, H. (2023, February). The Development and Validation of the Maze Test for Chinese Reading Comprehension: Effects of Deletion Ratio, Distractor, and Scoring [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Li, Y., Zhang, W., & Cheng, Y. (2023, February). The Reciprocal Contributions Between Children’s Vocabulary Knowledge and Word Structure Awareness and Their Contributions to Reading Comprehension in Chinese: A Longitudinal Study From Grades 3 to 6 [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Li, Y., Zou, L., & Jia, K. (2023, February). The Unique Contributions of Reading Motivation to Reading Comprehension and Reading Fluency in Chinese Children in Grade 5 [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Qiu, Z., & Li, Y. (2023, February). A Scoping Review of Learning Chinese as A Second Language [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Zhang, X., & Li, Y. (2023, February). Leveraging Storybook Reading to Prompt Young Children’s Narrative Development: A Naturalistic Observation on A 3-Year-Old Girl. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
Zou, L., & Li, Y. (2023, February). Social Robot-Assisted Language Learning in Young Children’s Classroom: A Systematic Review [Paper presentation]. The 7th Annual Conference of the Association for Reading and Writing in Asia (ARWA2023), Hong Kong. https://www.arwasia.org/_files/ugd/a2f78b_227915ad1022466aa6527d01a2097f20.pdf
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, May). 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. Spoken paper and brief paper presented at the 6th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Hong Kong SAR.
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. Spoken paper and conference paper presented at the Annual Conference for the American Educational Research Association (AREA2022), San Diego, USA.
Zhao, Y., Li, Y., Xu, Z., Zhang, B., &. Liew, J. (2022, April). The relationship between self-regulated learning strategies and academic performance in online context: A meta-analysis. Spoken paper and conference paper presented at the Annual Conference for the American Educational Research Association (AERA2022), San Diego, USA.
Yan, M., Li, Y., & Li, H. (2022, March). A closer look at the linguistic comprehension construct in the Simple View of Reading in Chinese. Poster presented at the 5th Annual Conference of the Association for Reading and Writing in Asia (ARWA2022), Taipei, Taiwan.
Li, Y., & Wang, M (2021, July). A systematic review of orthographic learning via self-teaching. Spoken paper presented at the 28th Society for the Scientific Study of Reading Annual Meeting (SSSR2021), Lancaster, UK.
Li, Y., & Li, H. (2021, May). Contributions of decoding, vocabulary, and reading motivation to reading comprehension in Chinese young children. Poster presented at the 33rd Association for Psychological Science Annual Convention (APS2021), Virtual Conference.
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.
Li, Y., Li, H., & Hui, Y. (2020, November). Intact visual and phonetic strategies in character learning among Chinese children with dyslexia. Poster presented at the 61st Psychonomic Society Annual Meeting, Virtual Conference.
Li, Y., Li, H., & Hui, Y. (2020, October). Compensation for poor character learning: Intact visual and phonetic strategies among Chinese children with dyslexia. Spoken paper presented at the Words in the World International Conference 2020 (WORDS20), Virtual Conference.
Li, Y., Li, H., & Hui, Y. (2020, September). The intact use of phonetic and semantic cues in orthographic and semantic learning among Chinese children with dyslexia. Spoken paper presented at the 4th Annual Conference of Association for Reading and Writing in Asia (ARWA2020), Beijing, China.
Li, Y., Li, H., &. Xiao, L. (2020, September). Self-teaching in Chinese: The independent roles of phonetic and semantic radicals in orthographic and vocabulary learning. Poster presented at the Association for Psychological Science (APS) Poster Showcase, Virtual Conference.
Li, Y., Li, H., &. Zhou, X. (2020, August). The roles of phonetic and semantic radicals on orthographic learning via self-teaching among Chinese college students. Poster presented at the American Psychology Association 2020 Annual Convention (APA2020), Washington, DC, USA.
Li, Y., Li, H., &. Zhou, X. (2020, July). Self-teaching among Chinese college students: The roles of phonetic and semantic radicals. Poster presented at the 27th Society for the Scientific Study of Reading Annual Meeting (SSSR2020), Newport Beach, USA.
Li, Y., Li, H., &. Xiao, L. (2020, May). Self-teaching in Chinese: The independent roles of phonetic and semantic radicals in orthographic and vocabulary learning. Poster presented at the 32nd Association for Psychological Science Annual Convention (APS2020), Chicago, USA.
Li, Y., Wang, M., &. Espinas, D. (2020, February). Chinese children self-teach English written words via reading aloud. Poster presented at the American Association for the Advancement of Science 2020 Annual Meeting (AAAS2020), Seattle, USA.
Li, Y., Wang, M., &. Espinas, D. (2019, November). Orthographic learning via self-teaching among English language learners. Poster presented at the 60th Psychonomic Society Annual Meeting, Montréal, Canada.
Li, Y., Wang, M., &. Espinas, D. (2019, July). Self-teaching in orthographic learning among learners of English as a second language. Spoken paper presented at the 26th Society for the Scientific Study of Reading Annual Meeting (SSSR2019), Toronto, Canada.
Li, Y., Wang, M &. Espinas, D. (2019, May). Children learn new words during independent reading: the case of learners of English as a second language. Poster presented at the 31st Association for Psychological Science Annual Convention (APS2019), Washington, DC, USA.
Li, Y., Li, H., & Wang, M. (2018, July). The roles of phonological recoding, context, and writing practice in orthographic learning in Chinese. Spoken paper presented in a Symposium on Orthographic Learning at the 25th Society for the Scientific Study of Reading Annual Meeting (SSSR2018), Brighton, UK.
Yan, M., Li, H., Hui, Y., Zhou, X., Li, Y., & Liu, X. (2017, November). The Relative Importance of Literacy and Spoken Words in Reading Development. Spoken paper presented at the 20th National Academic Congress of Psychology of China, Chongqing, China.
Li, Y., Wang, Y., & Li, H. (2017, July). Orthographic learning in Chinese with and without phonological recoding, in and out of context. Poster presented at the 24th Society for the Scientific Study of Reading Annual Meeting (SSSR2017), Halifax, Canada.
Wang, Y., Li, Y., & Li, H. (2016, October). Mechanism and influential factors of the process of self-teaching among Chinese children. Spoken paper presented at the 19th National Academic Congress of Psychology of China, Xi’an, China.
Li, H., Zhang, J., Xiao, L., & Li, Y. (2016, July). Transparent semantic radicals facilitate orthographic learning in Chinese. Spoken paper presented at the 23rd Society for the Scientific Study of Reading Annual Meeting (SSSR2016), Porto, Portugal.
Li, Y., Li, H., Richardson, U., & Lyytinen, H. (2016, July). Early identification of poor readers and preventive training in Chinese using Pinyin GraphoGame: results from disadvantaged children in Mainland. Poster presented at the 31st International Congress of Psychology (ICP2016), Yokohama, Japan.
Li, Y., Xiao, L., Zhang, J., & Li, H. (2016, July). Orthographic learning during stories reading aloud of Chinese children. Poster presented at the 23rd Society for the Scientific Study of Reading Annual Meeting (SSSR2016), Porto, Portugal.
Ruan, Y., George, K, G., Song, S., Li, Y. (2016, July). Does writing system influence the association between phonological awareness, morphological awareness, and reading? A meta-analysis. Spoken paper presented at the 23rd Society for the Scientific Study of Reading Annual Meeting (SSSR2016), Porto, Portugal.
Li, Y., Li, H., Lyytinen, H., Richardson, U. (2016, April). The facilitative effect of Computer-based Pinyin intervention on Chinese children with poor pinyin skills. Spoken paper presented at the 2nd International Conference of Chinese Applied Psychology (ICCAP2016), Beijing, China.
Li, H., Li, Y., Richardson U., Lyytinen, H. (2015, October). Early identification of poor readers and preventive training with Pinyin GraphoGame in China. Spoken paper presented at the 4th International Conference on Poverty Reduction and Child Development, Beijing, China.
Li, Y., Xiao, L., Zhang, J., & Li, H. (2015, October). Orthographic learning and influential factors of the process of reading stories aloud among Chinese children. Spoken paper presented at the 18th National Academic Congress of Psychology of China, Tianjin, China.
Li, H., Li, Y., De, X., Richardson, U., & Lyytinen, H. (2013, July). Early identification of poor readers and preventive training in Chinese using Pinyin GraphoGame: results from a pilot study in the Mainland. Symposium spoken paper presented at the 20th Society for the Scientific Study of Reading Annual Meeting (SSSR2013), Hong Kong SAR.
Other conference paper
Hay Mar, H.M., Li, Y., Chan, D.K.C., & Capio, M. (2024, June). The Potential Impact of COVID Infection on Hong Kong Children’s Chinese and English Reading Outcomes [Paper presentation]. The 1st EdUHK International Conference for Research in Early Childhood Education and Development, Hong Kong. https://www.increce-eduhk.com/program

All Other Outputs
Journal editor ('editorial membership' should be excluded)
Li, Y., Pasquarell, A., & Wang, M. (2023). Second Language Reading Acquisition in Languages with Different Writing Systems [Special issue]. MDPI. https://www.mdpi.com/journal/languages/special_issues/second_language_reading#published
In D.G. Morrow, & M. Wiseheart (Eds.) (2023). Assoicate Editor, Journal of Experimental Psychology: Applied. American Psychological Association. https://www.apa.org/pubs/journals/xap
In H. Breadmore, & B. Chow (Eds.) (2022). Associate Editor, Journal of Research in Reading. Wiley. https://onlinelibrary.wiley.com/journal/14679817

Projects
Orthographic Learning in a Second Language Among Beginner Readers: A Systematic Review

Project Start Year: 2023, Principal Investigator(s): LI, Yixun

 
Long COVID: Prevalence and Impact in Hong Kong Children
This project aimed to determine the prevalence of Long COVID, and its impact on learning and health outcomes of children in Hong Kong
Project Start Year: 2022, Principal Investigator(s): LI, Yixun

 
Written Word Learning via Self-Teaching: The Case of Chinese Children with Dyslexia
This study will examine orthographic learning among Chinese children with dyslexia and approaches to support their learning to read.
Project Start Year: 2022, Principal Investigator(s): LI, Yixun

 
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

 
Contributions of Decoding, Vocabulary, and Reading Motivation to Reading Comprehension in Chinese
The present study examines the contributions of decoding, vocabulary, and reading motivation to reading comprehension simultaneously in Chinese elementary schoolers.
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)