Prof YEUNG, Siu Sze    楊少詩 教授
Professor
Department of Psychology
Associate Vice President (Quality Assurance)
Office of the Vice President (Academic)
Executive Co-Director
Academy for Educational Development and Innovation
Contact
ORCiD
0000-0003-0079-7155
Phone
(852) 2948 8283
Fax
(852) 2948 6700
Email
siusze@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=72662&name=YEUNG, Siu Sze
Scopus ID
57679886800
Research Interests

Second language learning

Reading intervention

Reading difficulties

Technology-supported learning

Teaching Interests

Cognitive Psychology

Personal Profile

Dr. Susanna Siu-Sze Yeung is currently Associate Professor of Department of Psychology at The Education University of Hong Kong. Her research interests revolve around second language learning, reading and language intervention and technology-supported learning. Before joining EdUHK, she had taught in various local tertiary institution. Currently, her projects investigate children's typical and atypical reading development in English, cognitive-linguistic foundations and affective processes of second language learning and the role of home environment in language learning. She also investigates how to optimize learning in various technological platforms.

Research Interests

Second language learning

Reading intervention

Reading difficulties

Technology-supported learning

Teaching Interests

Cognitive Psychology

Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Wang, T. Y., Bernardo, A. B. I., & Yeung, S. S. (2017). Hope and Coping in Collectivist Societies: Contributions to Life Satisfaction in Chinese University Students.. M.C. Gastardo-Conaco, M.E.J. Macapagal, Y. Muramoto, Asian Psychology and Asian Societies in the Midst of Change (59-79). Philippines: Psychological Association of the Philippines.
Ganotice, F.A., Tang, H.H.H., Tsui, G., Villarosa, J.B., & Yeung, S.S. (2016). Globalization of world university rankings and its impact on Asian universities. In K. Downing, & F.A. Ganotice, Jr. (Eds.), World university rankings and the future of higher education (329-344). Hershey, Pennsylvania: IGI Global.
Ganotice, F. A., & Yeung, S. S. (2016). The conjoint influence of achievement goals on Filipino students’ sense of self, facilitating conditions, and school outcomes: A Personal Investment Theory analysis.. R. B. King, A. I. Bernardo, The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (369-388). Hong Kong: Springer Asia.

Journal Publications
Publication in refereed journal
Shi, X. & Yeung, S. S. (2024). General Pedagogical Knowledge Underpinning Early Childhood Education Teachers’ Classroom Behaviors Who Teach English as a Foreign Language in Chinese Kindergartens. Behavioral Sciences, 14, 10.3390/bs14070526. https://doi.org/10.3390/bs14070526
Shi, X., & Yeung, S. S. (2024). A mixed method study of EFL teacher knowledge and practice in Chinese kindergartens. Journal of Education for Teaching, Advanced Online Publication, XX. https://doi.org/10.1080/02607476.2024.2358039
Xie, Q., & Yeung, S. S. (2024). Examining the dimensionality of vocabulary in English as a second language in Chinese children. Journal of Child Language, Advanced Online Publication, xx. https://doi.org/10.1017/S0305000924000096
Harrison, M. G., Wang, Y., Yeung, S. S., King, R. B. (2024). Chinese and non-Chinese parents’ perceptions of school counselling in Hong Kong: A mixed-methods cross-cultural comparison. British Journal of Guidance and Counselling https://doi.org/10.1080/03069885.2024.2342790
Xie, Q., & Yeung, S. S. (2024). How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing, 37, 921-941. https://doi.org/10.1007/s11145-022-10360-9
Harrison, M. G., Cheung, J. K. F., Tam, C. K. Y., Cheng, A. S., & Yeung, S. S. (2024). “If they talk to the counsellor, at least I know they have some way out”: Parents’ perceptions of school counselling in Hong Kong. Pastoral Care in Education, 42, 146-165. https://doi.org/10.1080/02643944.2023.2233534
Yeung, S. S., Tsang, A., Lam, W. W. C., & Law, T. S. T. (2023). Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners. Journal of Multilingual and Multicultural Development, 1-15.
Ganotice Jr, F. A., Chan, K. M., Chan, S. L., Chan, S. S. C., Fan, K. K. H., Lam, M. P., ... & Tipoe, G. L. (2023). Applying motivational framework in medical education: A self-determination theory perspectives. Medical Education Online, 28(1), 2178873.
Xie, Q., & Yeung, S. S. S. (2023). Specifying the contributions of morphological awareness to decoding, syntactic awareness, and reading comprehension in Chinese children learning English as a second language. Reading and Writing, 1-18.
Nalipay, M. J. N., King, R. B., Yeung, S. S., Chai, C. S., & Jong, M. S. Y. (2023). Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West. British Journal of Educational Psychology, 93(2), 453-466.
Bernardo, A. B., Yabut, H. J., Wang, T. Y., & Yeung, S. S. (2022). External locus-of-hope and collectivist coping in students from three Asian cities. Education Sciences, 12(12), 844.
Lam, W. C., King, R. B., Yeung, S. S. S., & Zhoc, C. H. (2023). Mind-sets in early childhood: The relations among growth mindset, engagement and well-being among first grade students. Early Education and Development, 34(6), 1325-1340.
Xie, Q., & Yeung, S. S. S. (2022). Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?. Learning and Instruction, 82, 101682.
Qiao, S., Yeung, S. S.-S., Zainuddin, Z., Ng, D. T. K., & Chu, S. K. W. (2022). Examining the effects of mixed and non-digital gamification on students’ learning performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, XX, XX-XX. https://doi.org/ 10.1111/bjet.13249
Ganotice, F. A., Chan, S. S. C., Chow, A. Y. M., Fan. K. K. H., Khoo, U. S., King, R. B., Lam, M. P. S., Luk, P., Ng, A. Y. M., Wang, M. N., Yeung, S. S., Tipoe, G. L. (2022). What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective. Nurse Education Today, 114 https://doi.org/10.1016/j.nedt.2022.105393
Qiao, S., Chu, S. K. W., Shen, X., Yeung, S. S. (2022). The impact of an online gamified approach embedded with self-regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial. Journal of Computer Assisted Learning https://doi.org/10.1111/jcal.12684
Shi, X., Li, X., & Yeung, S. S. (2022). The pedagogical content knowledge of two novice Chinese early childhood EFL teachers. Language Teaching Research https://doi.org/10.1177/13621688221094373
Zhoc, K. C. H., Cai, Y., Yeung, S. S., Shan, J. (2022). Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19?. British Journal of Educational Psychology https://doi.org/10.1111/bjep.12513
Yeung, S. S., King, R. B., Nalipay, M. J. N., & Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. British Journal of Educational Psychology https://doi.org/10.1111/bjep.12495
Ganotice, F. J. A., Yeung, S. S., Tipoe, G. (2022). Nurturing the “self” in health professions education. Medical Education, 56(1), 7-9. https://doi.org/10.1111/medu.14689
Qiao, S., Yeung, S. S.-S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes. British Journal of Educational Technology https://doi.org/10.1111/bjet.13178
Nalipay, J., King, R., Garabiles, M. R., Capio, C., & Yeung, S. S. (2021). Migrant domestic workers' character strengths and the role of work-related factors: A strengths-based perspective. International Journal of Psychology https://doi.org/10.1002/ijop.12819
Harrison, M. G., Tam, C. K. Y., & Yeung, S. S. (2021). Counselling support for the mental health of children in Hong Kong’s international schools during the COVID-19 pandemic: Parents’ perspectives. Educational and Developmental Psychologist https://doi.org/10.1080/20590776.2021.2001296
Qiao, S., Liu, Y., Yeung, S. S. (2021). Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension. Journal of Research in Reading, 44, 189-209.
Huang, J., Lee, J. C. K., & Yeung, S. S. (2020). Predicting reading motivation and achievement: the role of family and classroom environments in Greater China. International Journal of Educational Research, 103, 101642.
Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23, 754-768.
Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness.. Reading and Writing, 33, 671-689.
Yeung, S. S., & Savage, R. (2020). Teaching Grapheme-Phoneme Correspondences using a Direct Mapping Approach for At-risk Second Language Learners: A Randomized Controlled Trial.. Journal of Learning Disabilities, 53, 131-144.
King, R. B., Yeung, S. S., & Cai, Y. (2019). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation.. System, 86, 102-123.
Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers.. Research in Developmental Disabilities, 93, 103456.
Bernardo, A. B. I, Salanga, M. G. C., Tjipto, S., Hutapea, B., Khan, A., & Yeung, S. S. (2019). Polyculturalism and Attitudes Toward the Continuing Presence of Former Colonizers in Four Postcolonial Asian Societies. Frontiers in Psychology, 10, 1335.
Bernardo, A. B. I.*, Yeung, S. S., Resurreccion, K. F., Resurreccion, R. R., Khan, A. (2018). External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia.. Psychology in the Schools,, 55, 908-923.
Yeung, S. S. (2018). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 78, 35-43.
Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S. S.-S., & Wong, T. T.-Y. (2018). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology, 88, 628-644.
Yeung, W. L. V., Loughnan, S., Kashima, Y., Lun, V., Yeung, S. (2017). When my object becomes me: The mere ownership of an object elevates domain-specific perceived self-efficacy.. Applied Psychology: An International Review., 66, 710-741.
Liu, Y., Yeung, S. S., Lin, D., & Wong, K. S. W. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195-202.
Bernardo, A. B. I., Wang, T. Y., Pesigan, I. J. A., & Yeung, S. S. (2017). Pathways from collectivist coping to life satisfaction among Chinese: The roles of locus-of-hope.. Personality and Individual Differences, 106, 253-256.
Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S. (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30, 87-103.
Yeung, S. S. (2016). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual children. Reading Psychology, 37, 1119-1148.
Bernardo, A. B. I., Salanga, M. G. C., Tjipto, S., Hutapea, B., Yeung, S. S., & Khan, A. (2016). Contrasting lay theories of polyculturalism and multiculturalism: Associations with essentialist beliefs of race in six Asian cultural groups.. Cross-Cultural Research, 50, 231-250.
Bernardo, A. B. I., Salanga, M. G. C., Khan, A., & Yeung, S. S. (2016). Internal and external loci-of-hope predict use of individual and collaborative learning strategies: Evidence from university learners in four Asian cities.. The Asia-Pacific Educational Researcher, 25, 361-376.
Ganotice, F. A., Yeung, S. S., Beguina, L. A., & Villarosa, J. (2016). In search for H.E.R.O among Filipino teachers: The relationship of positive psychological capital and work-related outcomes.. The Asia Pacific Education Researcher, 25, 407-414.
Yeung, S. S., Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL Kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18, 81-104.
Yeung, S. S., & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37, 92-120.
Du, H., Bernado, A. I. B., & Yeung, S. S. (2015). Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem. Personality and Individual Differences, 83, 228-233.
Pfundmair, M., Aydin, N., Du, H., Yeung, S., Frey, D., & Graupmann, V. (2015). Exclude me if you can – Cultural effects on the outcomes of social exclusion. Journal of Cross-Cultural Psychology, 46, 579-596.
Yeung, S. S., & Ganotice, F. A. (2014). The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English as-a-Second Language (ESL). The Asia-Pacific Education Researcher, 23, 333-343.
Yeung, S. S., & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 83(4), 550-568.
Yeung, S. S., Siegel, L. S., & Chan, C. K. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26 (5), 681-704.
Lam, Y. G., & Yeung, S. S. (2012). Towards a convergent account of pragmatic language deficits in children with high-functioning autism: Depicting the phenotype using the Pragmatic Rating Scale. Research in Autism Spectrum Disorders, 6, 792-797.
Lam, Y. G., Yeung, S. S. (2012). Cognitive deficits and symbolic play in preschoolers with autism. Research in Autism Spectrum Disorders, 6, 560-564.
Li-Tsang, C. W. P., Lee, M. Y. F., Yeung, S. S. S., Siu, A. M. H., Lam, C. S. (2007). A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities. Research in Developmental Disabilities, 28, 559-566.
Hui, L. P., & Yeung, S. S. (2007). Integrated education: Barriers and chance. Hong Kong Journal of Early Childhood, 6 (1), 49-53.
Li-Tsang, C. W. P., Yeung, S. S., Choi, J., Chan, C. C. H., & Lam, C. S. (2006). The effect of systematic information and communication technology (ICT) training programme for people with intellectual disabilities. The British Journal of Developmental Disabilities, 52, 3-18.
Li-Tsang, C. W. P., Yeung, S. S., Chan, C. C. H., & Hui-Chan, C. W. Y. (2005). Factors affecting people with intellectual disabilities in learning to use computer technology.. International Journal of Rehabilitation Research, 28, 394-401.

Conference Papers
Refereed conference paper
Qiao, S., & Yeung, S. S. (2020, September). The effects of teaching English morphological structure awareness: Evidence from a randomized-controlled trial study with Hong Kong Chinese primary grade students. The 4th Annual Conference for the Association for Reading and Writing in Asia, Beijing.
Yeung, S. S., & Xie, Q. (2020, September). Exploring bilingual cross language transfer of word-level skills in reading: A study in Chinese children learning English. The 4th Annual Conference for the Association for Reading and Writing in Asia, Beijing, Beijing.
Yeung, S. S. (2019, July). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Twenty-sixth annual meeting of Society for the Scientific Study of Reading, Toronto, Canada.
Yeung, S. S., Ng, M. L., Qiao, S., Tsang, A. (2018, July). Effects of explicit English vocabulary instruction on developing Chinese ESL kindergarten children’s L2 vocabulary and phonological awareness. Twenty-Fifth Annual Meeting Society for the Scientific Study of Reading, Brighton, UK.
Yeung, S. S., & Ng, M. L. (2017, December). Teachers' background and English language teaching in Hong Kong kindergartens. 2017 7th International Conference on Languages, Literature and Linguistics (ICLLL 2017), Kyoto.
Yeung, S. S., & Liu, Y. (2017, July). Growth of phonemic awareness and spelling in a second language. 24th Annual Meeting Society for the Scientific Study of Reading, Halifax.
Yang, L., Qiao, S. & Yeung, S.S. (2017, June). Testing the Effectiveness of Team-Based Learning (TBL) in Promoting Student’s Academic Functioning in a General Education Course: A Pilot Study in Hong Kong. International Conference on Modern Education and Information Technology (MEIT2017), Chongqiong, China.
Yeung, S. S, & Ng, M. L. (2017, May). Teaching approaches and English literacy skills: An investigation into young Hong Kong Chinese ESL children. Asian Conference of Language Learning, Kobe, Japan.
Yeung, S. S., & Liu, Y. (2017, February). Vocabulary Mediates the Effects of Phonological Awareness, Letter Knowledge and Syntactic Awareness on Word Reading. Asian Reading and Writing Association Conference, Hong Kong.
Lin, D., Liu, Y.Y., Sun, H., Wong, K.S., & Yeung, S.S. (2016, August). The development of English word reading through spelling in Chinese children learning English as a second language. Paper presented at the 23rd International Congress of International Association for Cross-Cultural Psychology, Nagoya, Japan.
Yeung, S. S. (2016, July). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual child. 31st International Congress of Psychology, Yokohama, Japan.
Yeung, S. S., Ganotice, F. A., & Hui, L. P. (2015, October). English reading and spelling development of Chinese ESL children. Melbourne International Business and Social Science Research Conference 2015, Melbourne.
Pesigan, I. J. A., Bernardo, A. B. I., Yeung, S. S., Salanga, M. G. C., Yabut, H. J., Fernando-Resurreccion, K., & Resurreccion, R. R. (2015, August). Locus-of-Hope across Cultures: Construct Validation and Measurement Invariance in Filipinos and Chinese.. The 11th Biennial Conference of the Asian Association of Social Psychology, Cebu.
Wang, T. Y., Bernardo, A. B. I., Pesigan, I. J. A, & Yeung, S. S. (2015, August). Pathways from Collectivist Coping to General Well-being: The Mediating Role of Locus-of-Hope. The 11th Biennial Conference of the Asian Association of Social Psychology, Cebu.
Yeung, S. S., & Ng, M. L. (2015, June). Parental teaching through play and emergent literacy skills in English among Hong Kong Chinese ESL children: A mixed method study. Quality Childhood Conference International, Hong Kong.
Yeung, S. S., Hui, L. P., Cheng, Y. L., Leung, Y. L., & Ho, J. (2014, July). Identifying Chinese children who have English reading difficulties: What are the important cognitive-linguistic and language skills?. The 3rd International Symposium on Business and Social Sciences, Hokkaido.
Yeung, S. S., Ng, M. L., & King, R. B. (2013, October). Effects of vocabulary instructions for kindergarteners who learn English-as-a-foreign-language. The Fifth Asian Conference on Education, Osaka.
Yeung, S. S., Ganotice, F. A., & Leung, Y. L. (2013, June). Predictors of English invented spelling among Hong Kong Chinese children who learn English-as-second-language. International Symposium on Bilingualism, Singapore.
Yeung, S. S., & King, R. B. (2012, July). A validation study of phonological awareness assessment for Chinese kindergarteners who learn English as a second language (ESL). International Test Conference 2012, Amsterdam.
Yeung, S. S, & King, B. R. (2011, December). Home literacy environment and English language and literacy skills among Chinese young children.. TERA International Conference on Education (TICE), Kaohsiung, Taiwan.
Yeung, S. S., & Chan, C. K. K. (2011, August). Phonological awareness, oral language proficiency and early reading in Hong Kong Chinese preschoolers learning English as a second language (ESL). European Association of Research in Learning and Instruction Biennial Conference, Exeter, UK.
Yeung, S. S., & Chan, C. K. K. (2011, April). Effects of language-enriched phonological awareness instruction on phonological awareness, oral language proficiency and word reading of Chinese ESL kindergarteners. American Educational Research Association, New Orleans, USA.
Yeung, S. S. (2010, September). Phonological awareness and oral language in learning to read English among Chinese preschool children in Hong Kong. London International Conference of Education, London, UK.
Yeung, S. S. (2009, July). The development of phonological awareness in Chinese young children learning English as a second language (ESL): A training study. 31st ISPA conference, Qawra, Malta.
Yau, M. K., & Yeung, S S. (2007, April). Sexuality in special populations - Sexuality and mental disability. Paper presented at the XVIII World Congress of the World Association of Sexual Health, 1st World Congress for Sexual Health, Sydney.

Patents, Agreements, Assignments and Companies
Patents granted
Yeung, S.S. (2024). A Learning Coaching Apparatus and System [Patent granted] (HK30101596). Hong Kong

All Other Outputs
Other outputs
Yeung, S. S. & Ng., M L. (2020). Literacy play kit for supporting young children's English learning. The Education University of Hong Kong. https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991017835711003410&vid=EDUHKFind@EdUHK Library
Yeung, S. S., Yang, L., Hui, L. P. (2017). Enhancing Student’s Learning Through Team-based Learning (TBL): A Practical Guide for TBL Practitioners.. Hong Kong: The Education University of Hong Kong.
Yeung, S. S., & Ng, M. L. (2014). Oral Language and Phonological Awareness Programs for Hong Kong Chinese Kindergarteners: Teaching Resource Package.. Hong Kong

Projects
Gamified Learning In Primary English Classrooms: Enhancing Teacher Competence In Learning And Teaching

Project Start Year: 2024, Principal Investigator(s): YEUNG, Siu Sze

 
Science Text Comprehension: Investigating the Role of Text Structure Strategy, Motivation, and Metacognitive Calibration

Project Start Year: 2024, Principal Investigator(s): YEUNG, Siu Sze

 
Social Robot for English Language Learning among Young Learners
..
Project Start Year: 2023, Principal Investigator(s): YEUNG, Siu Sze

 
Enhancing Positive Values and Well-being through Experiential Mindfulness Programme (EMP) among Secondary School Students 透過體驗式靜觀計劃提升中學生的正面價值觀和身心健康
..
Project Start Year: 2023, Principal Investigator(s): YEUNG, Siu Sze

 
Investigating the Role of Text Structure Strategy, Motivation, and Metacognitive Calibration on Science Text Comprehension: A Pilot Study
..
Project Start Year: 2023, Principal Investigator(s): YEUNG, Siu Sze

 
Text structure knowledge and science text comprehension
Reading English scientific text can be challenging for students who learn English as a second language/foreign language. One of the evidenced effective strategies is text structure strategy which is a cognitive and metacognitive approach to enhance science text comprehension (National Reading Panel, 2000). Research has demonstrated that good readers use text structure to organize their understanding while poor readers are seldom aware of text structure (Meyer et al., 2011).
As a pilot study of my submitted GRF (2022/23) project entitled “Science text comprehension: Investigating the role of text structure strategy, motivation, and metacognitive calibration”, the present project aims to develop measures of science text comprehension which is valid for Hong Kong Chinese ESL/EFL students in secondary schools (Form 1/Form 2) and investigate the relation of text structure strategy and science text comprehension.

Project Start Year: 2022, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Development and Evaluation of a Computerised Morphology Training Package on English Literacy in Hong Kong Primary School Students with Reading Comprehension Difficulties
Reading comprehension proficiency is essential for academic success and positive educational outcomes. Some students are facing challenges in learning to comprehend text proficiently and timely intervention should be provided to these students to reduce the risk of future reading and academic failure. Enhancing component skills of reading comprehension is found to be an effective way to support reading comprehension development. Emerging evidence has shown the promising effects of morphological awareness training on reading comprehension outcomes. However, no study has examined the effects of computerized morphology training on English reading comprehension in Chinese students with English reading comprehension difficulties.

To address this research gap, the present study is proposed to develop a computerized morphology assessment and intervention package for primary school students with English reading comprehension difficulties and conduct rigorous scientific evaluation of the training package on English literacy outcomes. The project also aims to maximize impacts by promoting the use of the package in local primary schools and families with children who are having reading disabilities.
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze

 
An interactive avatar toolkit: Enhancing students’ online learning engagement in higher education
The project aims to develop and implement an interactive avatar (iAvatar) toolkit aligned with: (1) a framework of five dimensions of meaningful learning with technology, (2) the iAvatar toolkit design model, and (3) engagement to create a virtual interactive learning community.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie (YEUNG, Siu Sze as Co-Principal Investigator)

 
Enhancing Teachers’ Wellbeing through Mindfulness in an Existential Approach: Production and Dissemination of Self-help Materials
The project will develop an online self-help book for teachers to promote their well-being through mindfulness and existential exploration.
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Gamification in Learning English Morphological Awareness among Foreign Language Learners
To test the effects of gamified morphological awareness digital intervention
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Provision of Consultancy Services for Study on Transition of English Language Learning and Teaching from Kindergarten Education to Primary Education
This study aims to examine the provision of English language learning in kindergartens and primary schools as well as transitional practices implemented aiming at interfacing the two levels of schooling.
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Morphological Awareness and Reading among Chinese ESL Children: A Randomized Controlled Trial
Morphological awareness and reading among Chinese ESL children: A randomized controlled trial
Project Start Year: 2021, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Second Language Learning of Kindergarteners and Primary School Students: What Parents and Schools Should Know?
1. To synergize expertise of team members to accelerate our contribution and impact in second language learning.
2. To strengthen current research collaboration among team members and benefit members through (a) sharing of datasets to facilitate research and publications and (b) documentation of impact of the research of team members to ensuring the sustainability of data;
3. To disseminate basic and applied research findings of the team members by organizing knowledge transfer activities (e.g., seminars and workshops) for various stakeholders such as teachers and parents in the local and regional contexts;
4. To design new and innovative interventions to address the current challenges and concerns on second language learning in local and regional contexts; and
5. To generate new research ideas in second language learning based on knowledge exchanges with various stakeholders and academics in the field for securing future research funding.
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze

 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Bringing Psychologists from around the World into Classrooms
To raise students’ awareness of the similarities and differences of the work of psychologists in different parts of the world
Project Start Year: 2020, Principal Investigator(s): YEE, Ting Sum Lydia 余婷琛 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Crowdsourcing Mega-Study of the Picture Naming Norms
To establish picture naming norms
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze 楊少詩, Krautz, Agnieszka Ewa

 
Picture Naming of Bilingual Adults: The Role of Language Background and Executive Functions
To examine the relationship of executive function and picture naming in bilingual adults
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze 楊少詩, KRAUTZ, Agnieszka Ewa

 
Preventative Reading Intervention for Struggling Readers in English: Dissemination and Package Development
To develop digital reading intervention and disseminate the products to the community
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
The Effects of Morphological Instruction on English Reading Skills among Hong Kong Chinese Primary Grade Students: A Randomized Controlled Trial Study
To examine the effects of morphological instruction on English reading skills among Hong Kong Chinese primary grade students using RCT
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Reading and Writing Across the Life Span
To examine the effects of different factors behind reading and writing in different age groups
Project Start Year: 2020, Principal Investigator(s): CHEUNG, Him 張謙 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
The Role of Set-for-variability in English Word Reading for Chinese ESL Students
To examine the effects English reading intervention teaching set-for-variability on English reading among Chinese ESL learners
Project Start Year: 2019, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Blended Learning in Cognitive Psychology
..
Project Start Year: 2019, Principal Investigator(s): YEE, Ting Sum Lydia 余婷琛 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Morphological Awareness and Reading Comprehension: A Cross Linguistic Longitudinal Study
This project will investigate the relationships between morphological awareness and reading comprehension from a cross-linguistic perspective.
Project Start Year: 2019, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Supporting Kindergarteners’ Learning English at Home through a Literacy Play Kit
To design a literacy play kit for parents to engage literacy play at home
Project Start Year: 2018, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Language and Literacy Cluster
..
Project Start Year: 2018, Principal Investigator(s): TONG, Xiuhong 佟秀紅 (YEUNG, Siu Sze 楊少詩 as Team Member)

 
Enhancing English Reading Skills of Children Living in Poverty by E-books: A Randomized Experimental Study
This proposed study is a 4-week cluster randomized, controlled intervention trials, in which 120 kindergarten year 2 students aged 4 and 6 will be recruited, following a 2x2 factorial design, randomly assigned to one of the following four groups: 1) students independently read four e-books with multi-media illustrations (including motion, music and sound); 2) students independently read four e-books with interactive features (e.g. hotspots for vocabulary instruction); 3) students independently read four e-books with both multi-media illustrations and interactive features; and 4) children independently play non-literacy related computer educational games related to mathematics. Participants will be recruited from 8 kindergartens and they will go through a screening, a pre-test assessment (20 minutes and within two weeks prior to the intervention), an intervention stage (4 weeks), and finally a post-test assessment (30 minutes and within 5 days after the last session of intervention). The intervention will take eight sessions spread over 4 weeks (2 per week) and children will read two stories per session and four different stories each four times. The order of the stories will be randomized and each session will last for about 12-14 minutes. Their receptive and expressive, and target vocabulary will be measured in pre- and post-test assessment while their retelling one of stories and story comprehension will only be post-tested.

Theoretically, the proposed study will make a significant contribution to the literature regarding the impact of technology-enhanced storybooks on second language development by differentiating a number of theories, including the dual coding theory, the visual superiority theory and the cognitive load theory. In addition, the findings of this proposed study may also have strong policy implications by developing and evaluating a low-cost but effective intervention that helps a lot of children living in poverty in their English learning.
Project Start Year: 2018, Principal Investigator(s): CHEUNG, Chi Kin 張志健 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Exploring an Innovative Teaching Approach (TBL) to Implement Formative Feedback to Support Students’ Learning
This study aims to integrate an innovative pedagogy called team-based learning (TBL) with formative
feedback practices to improve learning outcomes in terms of academic achievement and other social and emotional gains among university students.
Project Start Year: 2018, Principal Investigator(s): YANG, Lan 楊蘭 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Vocabulary and Reading Comprehension: Examining the Role of Vocabulary Depth and Cross-Language Transfer
This GRF project aims to examine the unique role of vocabulary depth in reading comprehension.
Project Start Year: 2018, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Literacy Acquisition
The purpose of the cluster fund is to create a mutual helping system to advance members’ research work and enhance their research capacity in the following three directions:
1. To conduct cutting-edge research on reading and writing related topics that will contribute to the scientific understanding of literacy acquisition.
2. To conduct applied research for both typical and atypical developing children and benefit children in Hong Kong and beyond.
3. To disseminate information about research-based practices related to literacy learning and instruction to the community including students, teachers, parents, and policy makers.
Project Start Year: 2017, Principal Investigator(s): LIN, Dan 林丹 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Home Literacy Environment and Dual Language Learning
To examine the relationship between home literacy practices and language and literacy development in two languages among Hong Kong children
Project Start Year: 2017, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
English Language Intervention for New Arrivals from Mainland in Hong Kong: A Pilot Intervention Study
To examine the effects of vocabulary intervention on language and literacy in a second language among new arrivals in early years
Project Start Year: 2017, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Positive Psychology and Education Research Program
Positive education and well-being
Project Start Year: 2016, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, YEUNG, Siu Sze 楊少詩

 
Enhancing Students' Learning through Team-based Learning (TBL)
To examine the effects of an innovative pedagogy (TBL) in higher education
Project Start Year: 2016, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Executive function and reading comprehension in Hong Kong Chinese kindergartners
The association of executive function to Chinese word reading and Chinese reading comprehension in Hong Kong Chinese K3 children.
The unique predictive value of executive function for Chinese reading comprehension beyond Chinese word reading and general listening skills.

Project Start Year: 2016, Principal Investigator(s): LIN, Dan 林丹 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Teaching approaches and early literacy skills: An investigation into Chinese ESL children
To investigate the impacts of various teaching approaches on early literacy development in English
Project Start Year: 2016, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
English language teaching for Chinese ESL kindergarteners: Sharing of evidenced-based practices
To conduct knowledge transfer activities including teachers' training and parent seminars
Project Start Year: 2015, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Cognitive-linguistic Skills and English Word Reading Accuracy and Fluency of Chinese ESL Children with L2 Reading Difficulties
Examining the relationships between cognitive-linguistic skills and English word reading among Chinese ESL children with L2 reading difficulties
Project Start Year: 2015, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
The relationship between rapid automatized naming and reading among Chinese children learning English as a second language
The objective of this study is to investigate the relationship between rapid automatized naming and word reading among Chinese children who learn English-as-a-second-language.
Project Start Year: 2015, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Language Acquisition
The language acquisition project aims:
to conduct cutting-edge research on language and literacy related topics that will contribute to the scientific understanding of language acquisition;
to conduct applied research for both typical and atypical developing children and youth and benefit students in Hong Kong and beyond;
to disseminate information about research-based practices related to language and literacy acquisition and instruction to the community including students, teachers, parents, and policy makers.
Project Start Year: 2014, Principal Investigator(s): LIN, Dan 林丹 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
English spelling development of Chinese ESL children
Spelling is a fundamental skill in literacy development. To date, there is limited research on second language (L2) spelling development. Even fewer studies have examined the English spelling development of Chinese children who learn English as a L2. Reading and spelling skills have been considered as highly related. However, it is not clear whether such relationship holds for children who learn to read and spell in a L2. The present study is proposed to examine (1) the longitudinal correlates of beginning English spelling among Hong Kong Chinese ESL children and (2) whether same cognitive-linguistic skills predict reading and spelling skills in L2. Three hundred Cantonese-speaking children from Hong Kong kindergartens and primary schools will be assessed on English spelling, reading, and related cognitive-linguistic skills. The same battery of test will be administered again 6 month later to all the participating children. The role of phonological awareness, rapid automatized naming, letter knowledge, and orthographic awareness in predicting concurrent and future spelling and reading will be examined. The longitudinal correlates of beginning spelling and reading skills will be identified. The question of whether same cognitive and linguistic skills underpin beginning reading and spelling will be addressed.
Project Start Year: 2014, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Parental teaching through play and emergent literacy skills in English among Hong Kong Chinese ESL children: A pilot study
It is well established that various forms of home literacy practices, such as shared book reading and teaching of literacy-related skills, are significantly associated with children’s literacy development. The primary purpose of this study is to examine the effects of parental teaching of language and literacy through play on English emergent literacy skills among Hong Kong Chinese kindergarteners who learn English-as-a-second-language (ESL). Sixty parents (father or mother) will be recruited and randomly assigned to either the experimental group (training on early language and literacy play skills) or the control group (no training). The effects of the target training on their skills in conducting language and literacy play at home will be examined. After the training, parents will be asked to implement language and literacy play at home for 2 months and fill out play record. Their kindergarten child will be assessed on emergent literacy skills in English before and after the implementation of play at home. Parents will be asked to fill out a questionnaire on their home literacy practices in English. Findings of this study would shed light on the significance of home literacy practices in emergent literacy skills among ESL children and future research and practices of family literacy program.
Project Start Year: 2014, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
Effects of a language-rich phonological awareness intervention on English language and literacy among Hong Kong Chinese kindergarteners
This intervention project aims at (1) implementing an early English language and literacy program for kindergartners in Hong Kong and generating research evidence on the effectiveness of oral language and phonological awareness program in promoting language and literacy development of Chinese ESL children.
Project Start Year: 2013, Principal Investigator(s): YEUNG, Siu Sze 楊少詩

 
The Effectiveness of Phonological Awareness for Young Poor Readers Learning English as a Second Language (ESL)
The purpose of the present study is to test out the effectiveness of teaching phonological awareness skills in promoting reading ability of young children learning English as a second language. Poor readers will be screened out and assigned to training group or the control groups. Age appropriate assessments on reading and phonological awareness will be carried before and after the training programme.
Project Start Year: 2008, Principal Investigator(s): YEUNG Siu Sze

 
Cognitive Deficits and Pretend Play in Young Children with Autism
The proposed study aims to examine”which cognitive deficits: Executive Function deficits, Theory-of-mind Deficits or Weak Central Coherence, are more predictive of the pretend play performance in young children with autism.
Project Start Year: 2008, Principal Investigator(s): LAM YAN, GRACE 林茵 (YEUNG, Siu Sze 楊少詩 as Co-Investigator)

 
Zippy's Friends Programme in Kindergarten and Primary Schools in Hong Kong (2005-2009)
It teaches children how to cope with everyday difficulties, to talk about their feelings and explore ways of dealing with them, and to help other people with their problem. Up to now, a total number of 149 primary schools and 400 kindergartens have participated in the project. 1,374 teachers were trained to run the ZF program. A total of 21,017 kindergarten children and 9,621 Primary One children have benefited from Zippy's Friends' Program with enhanced emotional and social competence. The Zippy's Website was launched in 2005-6 in order to provide further professional support for teachers and parents.The Hong Kong Bank Foundations has contributed 2,885,000 to support the Hong Kong Institute of Education in introducting Zippy's Friends' Programme from 2006-2009. (Zippy Friends Phase 2). This programme teaches children how to cope with everyday difficulties, to talk about this feelings and explore suitable coping strategies. Zippy's Friends members are responsible for training teaches (kindergarten and primary) to implement the programme at school and evaluate the effect of the programme on children's development.
Project Start Year: 2006, Principal Investigator(s): WONG Mun, Amanda (YEUNG Siu Sze as Co-Investigator)

 
An Overall Evaluation of Piloting Zippy's Friends Programme in Kindergartens and Primary Schools of Hong Kong
The purpose of this action research is to evaluate the implementation and effectiveness of the first phase piloting of Zippy's Friends programme in Hong Kong which will be solely sponsored by funding provided by HSBC Foundation. Zippy's Friends is a systematic programme aims at training ECE educators, enabling them to provide early emotion and social education to young children through experiential activities. The evaluation study serves to indicate the fluency of the implementation and the effectiveness of the programme on children's emotional and coping skills so that the decisions can be made regarding how the subsequent phase will be conducted.
Project Start Year: 2004, Principal Investigator(s): LAM, Yan Grace 林茵 (YEUNG, Siu Sze Susanna 楊少詩 as Co-Investigator)

 
Prizes and awards
Silver Medal at the 2019 International Invention Innovation Competition in Canada《iCAN》
The literacy play kit for English language learning was co-developed by Dr. Yeung S.S. and Dr. Ng M.L. as a product for the Knowledge Transfer project conducted in 2018 and was entitled "Supporting kindergartner's learning English t home though literacy play kit". The play kit for English language was to be used by parents at home. The kit, composed of a play manual, learning materials and a website, has been trial-used by more than 150 parents in Hong Kong to engage their young children in home literacy play. Scientific evaluation of the kit has shown that the kit is able to enhance children’s interest in English language learning, to enrich home literacy, and to improve parent-child relationships in Hong Kong families.
Date of receipt: 24/8/2019, Conferred by: The Toronto International Society of Innovation and Advanced Skills
 
Top 10% Publication Award

Date of receipt: 9/9/2015, Conferred by: FEHD, EdUHK
 
Knowledge Transfer Award

Date of receipt: 1/6/2015, Conferred by: The Educational University of Hong Kong
 
Early Stage Career Research Prize 2013

Date of receipt: 28/1/2014, Conferred by: British Journal of Educational Psychology
 
Knowledge Transfer Publication Award
The recipient of the award is given $50000 for research activities.
Date of receipt: 19/2/2013, Conferred by: Faculty of Education and Human Development, The Hong Kong Institute of Education
 
Patents
A Learning Coaching Apparatus and System
This invention relates to a language coaching apparatus and system. In particular, the present invention relates to a language coaching apparatus and system that is adapted to facilitate language learning in children. - G/G09
 
A Learning Coaching Apparatus and System
This invention relates to a language coaching apparatus and system. In particular, the present invention relates to a language coaching apparatus and system that is adapted to facilitate language learning in children. - A/G09
 
A Learning Coaching Apparatus and System
This invention relates to a language coaching apparatus and system. In particular, the present invention relates to a language coaching apparatus and system that is adapted to facilitate language learning in children. - A/G09