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  • Wiley  (18)
  • Chung, Kevin Kien Hoa  (18)
  • 1
    Online Resource
    Online Resource
    What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia?
    Wiley ; 2023
    In:  Dyslexia Vol. 29, No. 4 ( 2023-11), p. 369-384
    Details
    In: Dyslexia, Wiley, Vol. 29, No. 4 ( 2023-11), p. 369-384
    Abstract: While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 ( n  = 184, 92 with dyslexia) were evaluated on morphological skills, visual‐orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive‐linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual‐orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual‐orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive‐linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia.
    Type of Medium: Online Resource
    ISSN: 1076-9242 , 1099-0909
    URL: Issue
    URL: Article
    DOI: 10.1002/dys.v29.4
    DOI: 10.1002/dys.1748
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 1330669-8
    detail.hit.zdb_id: 1501502-6
    SSG: 7,11
    SSG: 5,3
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  • 2
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    Online Resource
    Co‐morbidities in Chinese children with attention deficit/hyperactivity disorder and reading disabilities
    Wiley ; 2018
    In:  Dyslexia Vol. 24, No. 3 ( 2018-08), p. 276-293
    Details
    In: Dyslexia, Wiley, Vol. 24, No. 3 ( 2018-08), p. 276-293
    Abstract: The co‐morbidity of attention deficit/hyperactivity disorder (ADHD) and reading disorder (RD) is more frequent than expected. This investigation assessed the potential uniqueness of the co‐morbidity of ADHD and RD and extended existing findings to the Chinese language. A parallel group design with a post hoc analysis of group differences was employed to compare 4 groups of children (30 with ADHD, 33 with RD, 28 with ADHD + RD, and 30 typically developing) regarding their reading comprehension, attention, reading‐related abilities, and cognitive abilities. The findings indicated that children with RD and/or ADHD symptom(s) exhibited diverse cognitive profiles, and the distinguishing factor contributed to different inhibitions. Additionally, Chinese‐speaking children with the co‐morbid symptoms of RD and ADHD demonstrated greater deficits in auditory working memory and rapid naming than did the pure‐deficit groups. Furthermore, although problems with phonological awareness were similar between the 2 groups, the deficiency of orthographic knowledge was more severe in children with RD than in the co‐morbid group. The ADHD + RD group's cognitive and reading‐related abilities displayed a relatively complicated pattern that should be considered in the diagnosis of either RD or ADHD and their remediation design.
    Type of Medium: Online Resource
    ISSN: 1076-9242 , 1099-0909
    URL: Issue
    URL: Article
    DOI: 10.1002/dys.v24.3
    DOI: 10.1002/dys.1579
    Language: English
    Publisher: Wiley
    Publication Date: 2018
    detail.hit.zdb_id: 1330669-8
    detail.hit.zdb_id: 1501502-6
    SSG: 7,11
    SSG: 5,3
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  • 3
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    Online Resource
    Executive functioning and word reading in Hong Kong Chinese children: A 1‐year longitudinal perspective
    Wiley ; 2020
    In:  Journal of Research in Reading Vol. 43, No. 3 ( 2020-08), p. 382-393
    Details
    In: Journal of Research in Reading, Wiley, Vol. 43, No. 3 ( 2020-08), p. 382-393
    Abstract: What is already known about this topic Executive functioning (EF) is an important correlate of kindergarten children's word reading. The relationships between EF and word reading may be potentially bidirectional. What this paper adds Children's word reading is predictive of their subsequent working memory. Of the three EF skills, working memory is the strongest correlate of children's concurrent word reading. Implications for theory, policy or practice Working memory training may promote reading development in early education.
    Type of Medium: Online Resource
    ISSN: 0141-0423 , 1467-9817
    URL: Issue
    URL: Article
    DOI: 10.1111/jrir.v43.3
    DOI: 10.1111/1467-9817.12302
    Language: English
    Publisher: Wiley
    Publication Date: 2020
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    detail.hit.zdb_id: 2028937-6
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    SSG: 5,3
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  • 4
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    The relationship between paired associate learning and Chinese word reading in kindergarten children
    Wiley ; 2021
    In:  Journal of Research in Reading Vol. 44, No. 2 ( 2021-05), p. 264-283
    Details
    In: Journal of Research in Reading, Wiley, Vol. 44, No. 2 ( 2021-05), p. 264-283
    Abstract: What is already known about this topic Studies have shown the significant role of PAL in predicting word reading in Chinese. The association between PAL and word reading has been typically interpreted within the phonological processing framework. What this paper adds PAL is a complex construct that involves a wide range of cognitive‐linguistic skills: working memory (WM), visual‐motor integration and phonological awareness. PAL showed a unique contribution to Chinese word reading after controlling for phonological awareness and orthographic knowledge. PAL was found to be a significant mediator of the association between different cognitive‐linguistic skills and Chinese word reading. Implications for theory, policy or practice PAL may be an important aspect of sound and symbol learning for its relationship with word reading in Chinese, suggesting that PAL is an important contributing factor to word‐level reading development. It is possible that using PAL tasks such as mapping sounds with novel animals and/or characters and word games may promote children's word reading development.
    Type of Medium: Online Resource
    ISSN: 0141-0423 , 1467-9817
    URL: Issue
    URL: Article
    DOI: 10.1111/jrir.v44.2
    DOI: 10.1111/1467-9817.12333
    Language: English
    Publisher: Wiley
    Publication Date: 2021
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    detail.hit.zdb_id: 2028937-6
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  • 5
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    Can a multicomponent positive psychological intervention promote well‐being in parents of young children? A randomized controlled trial study in Hong Kong
    Wiley ; 2024
    In:  Family Process
    Details
    In: Family Process, Wiley
    Abstract: The present research examined the effects of an Early Advancement in Social–Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well‐being in Hong Kong. Participants were parents of young children ( N  = 120; M age  = 37.19 years, SD = 4.71, range = 24–53; female = 95.00%) who participated in the one‐month randomized control trial. Participants were randomly assigned into the intervention ( n  = 50) and waitlist control groups ( n  = 70). Parents in the intervention group received two online workshops and an evidence‐based smartphone application that targeted four positive psychological skills: (1) mindful parenting, (2) hope, (3) positive reappraisal, and (4) growth mindset. The results of the multivariate regression analysis revealed that the intervention significantly improved various dimensions of participants' positive psychological skills, subjective well‐being, and psychological well‐being immediately at the conclusion of the program. The findings of this study underscore the importance of the well‐being payoffs linked to cultivating positive psychological skills among parents of young children.
    Type of Medium: Online Resource
    ISSN: 0014-7370 , 1545-5300
    URL: Article
    DOI: 10.1111/famp.12979
    RVK:
    CL 1000
    Language: English
    Publisher: Wiley
    Publication Date: 2024
    detail.hit.zdb_id: 2066315-8
    detail.hit.zdb_id: 212740-4
    SSG: 5,2
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  • 6
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    Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong
    Wiley ; 2023
    In:  Applied Psychology: Health and Well-Being Vol. 15, No. 4 ( 2023-11), p. 1446-1471
    Details
    In: Applied Psychology: Health and Well-Being, Wiley, Vol. 15, No. 4 ( 2023-11), p. 1446-1471
    Abstract: Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes of delivering psychological interventions influence well‐being outcomes in the teaching profession, such as preschool educators. This study examines the effects of different technologically driven modes of implementing a PROSPER‐based psychological intervention on positivity , relationship , outcome , strengths , purpose , engagement , and resilience . One hundred twenty‐eight pre‐service preschool teachers were randomly assigned to (1) the full intervention (i.e., online workshop and smartphone app); (2) the online workshop; (3) the smartphone app; and (4) the wait‐list control group. The results demonstrated that the online workshop mode yielded the strongest intervention effects on well‐being outcomes: positivity , purpose , engagement , and resilience . Although the smartphone app mode did not significantly improve psychological outcomes, combining this approach with the online workshop format appeared to have positive retention effects on positivity at the Time 3 follow‐up. The findings suggest that the traditional mode of implementing positive psychological interventions could be more effective than the smartphone app‐based mode in bolstering pre‐service teachers' well‐being.
    Type of Medium: Online Resource
    ISSN: 1758-0846 , 1758-0854
    URL: Issue
    URL: Article
    DOI: 10.1111/aphw.v15.4
    DOI: 10.1111/aphw.12446
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 2483045-8
    detail.hit.zdb_id: 2483053-7
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  • 7
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    Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?
    Wiley ; 2024
    In:  The Journal of Creative Behavior
    Details
    In: The Journal of Creative Behavior, Wiley
    Abstract: This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second‐year (4 to 5 years) kindergarten children (45.9% boys) and their parents. Parents reported demographic information and children's playfulness and executive functions through a questionnaire. Children were administered behavioral assessments of convergent thinking, divergent thinking, Chinese word reading, and number word comparison at their kindergarten. Results from a path analytic model revealed the mediating roles of convergent and divergent thinking in the relationship between playfulness and number word comparison. In contrast, convergent thinking mediated the link between playfulness and Chinese word reading. Executive functions were positively related to playfulness but unrelated to children's academic skills. The findings suggest that playful children might develop better creative thinking processes, supporting their academic skills. Practically, the findings underscore the importance of play‐based learning in developing children's creativity and academic skills in the early years.
    Type of Medium: Online Resource
    ISSN: 0022-0175 , 2162-6057
    URL: Article
    DOI: 10.1002/jocb.654
    Language: English
    Publisher: Wiley
    Publication Date: 2024
    detail.hit.zdb_id: 2549674-8
    detail.hit.zdb_id: 218064-9
    SSG: 5,2
    SSG: 5,3
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  • 8
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    Understanding adolescents’ perceived social responsibility: The role of family cohesion, interdependent self‐construal, and social trust
    Wiley ; 2021
    In:  Journal of Adolescence Vol. 89, No. 1 ( 2021-06), p. 55-62
    Details
    In: Journal of Adolescence, Wiley, Vol. 89, No. 1 ( 2021-06), p. 55-62
    Abstract: Interdependent self‐construal mediated between family cohesion and social responsibility. Social trust also mediated between family cohesion and adolescents' social responsibility. Both self‐construal and social trust are processes between family cohesion and social responsibility.
    Type of Medium: Online Resource
    ISSN: 0140-1971 , 1095-9254
    URL: Article
    DOI: 10.1016/j.adolescence.2021.04.001
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 303529-3
    detail.hit.zdb_id: 1469149-8
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  • 9
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    Parental play supportiveness and kindergartners’ peer problems: Children's playfulness as a potential mediator
    Wiley ; 2022
    In:  Social Development Vol. 31, No. 4 ( 2022-11), p. 1126-1137
    Details
    In: Social Development, Wiley, Vol. 31, No. 4 ( 2022-11), p. 1126-1137
    Abstract: This study examined the mediating role of children's playfulness in the relationship between parental play supportiveness and children's prospective peer problems in a sample of Hong Kong Chinese kindergarten children. Participants were parents and teachers of 108 local children (56% boys, mean age = 60.0 months). At time 1, parents reported their supportiveness towards household play and their child's playfulness through a questionnaire. Six months later at time 2, teachers reported children's peer problems as exhibited in the kindergarten. A path analytic model revealed that, controlling for child age, gender, and birth order, parental play supportiveness and children's playfulness at time 1 were positively associated, and that playfulness at time 1 negatively predicted peer problems at time 2. The indirect relationship between parental play supportiveness and peer problems as mediated through playfulness was significant, whereas the direct relationship between parental play supportiveness and peer problems was non‐significant. These findings suggest that parents who support children's household play may promote children's capacity to establish positive peer relationships by improving their level of playfulness. Practically, the results highlight the utility of fostering parental play supportiveness and children's playfulness to support kindergarten children's social development.
    Type of Medium: Online Resource
    ISSN: 0961-205X , 1467-9507
    URL: Issue
    URL: Article
    DOI: 10.1111/sode.v31.4
    DOI: 10.1111/sode.12603
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2001609-8
    detail.hit.zdb_id: 1143677-3
    SSG: 5,2
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  • 10
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    Sibling relationships and civic engagement: A longitudinal study of Chinese young adults
    Wiley ; 2021
    In:  International Journal of Psychology Vol. 56, No. 1 ( 2021-02), p. 138-142
    Details
    In: International Journal of Psychology, Wiley, Vol. 56, No. 1 ( 2021-02), p. 138-142
    Abstract: This study examined the longitudinal associations of sibling intimacy and conflict with civic attitudes and behaviours among Chinese young adults. At two time points separated by about 12 months, questionnaire data were collected from 272 Chinese college students (mean age at Time 1 = 19.68 years; 69% female), students who studied in Hong Kong and had at least one sibling. Students rated their intimacy and conflict with their siblings and their parents at Time 1, and their civic attitudes and behaviours at both time points. Hierarchical regression revealed that, controlling for demographic characteristics and parent–child intimacy and conflict, sibling intimacy predicted increases in both civic attitudes and behaviours. Sibling conflict was a non‐significant predictor, however. Findings highlighted the roles of siblings in understanding civic development in young adulthood and the utility of targeting sibling intimacy as means to foster young adults' positive attitudes to and active participation in civic activities.
    Type of Medium: Online Resource
    ISSN: 0020-7594 , 1464-066X
    URL: Issue
    URL: Article
    DOI: 10.1002/ijop.v56.1
    DOI: 10.1002/ijop.12685
    RVK:
    CV 7500
    RVK:
    CW 2000
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 3064-8
    detail.hit.zdb_id: 1480995-3
    SSG: 5,2
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