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  • Wiley  (18)
  • Chung, Kevin Kien Hoa  (18)
  • English  (18)
  • 1
    Online Resource
    Online Resource
    What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia?
    Wiley ; 2023
    In:  Dyslexia
    Details
    In: Dyslexia, Wiley
    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: Article
    DOI: 10.1002/dys.1748
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 1501502-6
    SSG: 7,11
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  • 2
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    What Predicts First‐ and Second‐Language Difficulties? Testing Language and Executive Functioning Skills as Correlates
    Wiley ; 2022
    In:  Learning Disabilities Research & Practice Vol. 37, No. 2 ( 2022-05), p. 85-99
    Details
    In: Learning Disabilities Research & Practice, Wiley, Vol. 37, No. 2 ( 2022-05), p. 85-99
    Abstract: This study examined the co‐occurrence of word reading difficulty in Chinese (L1) and English as a second language (L2) and tested language and executive functioning (EF) skills as correlates. Thirty‐nine poor readers in Chinese (PC), 39 poor readers in English (PE), and 26 poor readers of both languages (PB) were compared to 39 average readers who served as controls (C). The co‐occurrence rate of L1–L2 difficulty was 40%. Moreover, PC, PE, and PB performed less well than C on all language and EF skills; PB performed less well than PC, PE, and C on L1 and L2 phonological awareness, L2 morphological awareness, rapid naming, and EF. Findings highlight the role of language and EF skills in L1 and L2 reading development.
    Type of Medium: Online Resource
    ISSN: 0938-8982 , 1540-5826
    URL: Issue
    URL: Article
    DOI: 10.1111/ldrp.v37.2
    DOI: 10.1111/ldrp.12275
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2006126-2
    detail.hit.zdb_id: 2156893-5
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  • 3
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    Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training
    Wiley ; 2021
    In:  Developmental Science Vol. 24, No. 3 ( 2021-05)
    Details
    In: Developmental Science, Wiley, Vol. 24, No. 3 ( 2021-05)
    Abstract: A form‐preparation task in the language production field was adopted to examine output phonological representations in Chinese dyslexia and their susceptibility to training. Forty‐one Chinese children with dyslexia (7–11 years old) and 36 chronological age controls completed this task. The controls demonstrated a marginally significant syllable facilitation effect ( d  = −0.13), indicating their use of syllable‐sized phonological representations during speech production, while the group with dyslexia showed a significantly different pattern ( d  = 0.04), opposite to the direction of a facilitation effect. The children with dyslexia were then randomly assigned to either metalinguistic training ( N  = 22) or working memory training ( N  = 19). Only the metalinguistic training subgroup demonstrated a significant syllable facilitation effect afterward (metalinguistic: d  = −0.13; working memory: d  = −0.01). The results suggest the presence of a phonological representation deficit at the syllable level in Chinese dyslexia and its possible remediation by metalinguistic training. Such a phonological deficit in readers of a logographic script strongly supports the impaired phonological representation view of developmental dyslexia. A video abstract of this article can be viewed at https://youtu.be/zT2Be0xMkh0 .
    Type of Medium: Online Resource
    ISSN: 1363-755X , 1467-7687
    URL: Issue
    URL: Article
    DOI: 10.1111/desc.v24.3
    DOI: 10.1111/desc.13065
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 2023952-X
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  • 4
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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: 1480995-3
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  • 5
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    Interparental conflict and mindful parenting practices: Transactional effects between mothers and fathers
    Wiley ; 2023
    In:  Journal of Marriage and Family Vol. 85, No. 1 ( 2023-02), p. 280-292
    Details
    In: Journal of Marriage and Family, Wiley, Vol. 85, No. 1 ( 2023-02), p. 280-292
    Abstract: This study examined the transactional relations between mothers' and fathers' destructive interparental conflict tactics and mindful parenting practices. Background According to family systems theory and spillover hypothesis, interparental conflict sets the stage for parents' future levels of conflict as well as parenting difficulties. However, research on the link between conflict and mindful parenting practices remains scarce. The present study aims to investigate the longitudinal relations between mothers' and fathers' interparental conflict tactics and mindful parenting practices. Method Participants were 386 families involving mothers and fathers of adolescent children at 12–17 years old. Mothers and fathers completed questionnaire reports of destructive interparental conflict and mindful parenting at two time points spanning 12 months apart. A structural equation model was conducted to examine the relations between conflict tactics and mindful parenting practices. Results Findings indicated that mothers' and fathers' destructive conflict predicted their own and their spouses' subsequent destructive conflict, as well as mindful parenting practices. Mothers' and fathers' mindful parenting predicted their own mindful parenting longitudinally, but did not predict the other variables. Conclusion Supporting the spillover hypothesis, this study revealed the longitudinal effect of interparental conflict on mindful parenting, regardless of parent gender. Findings suggested dyadic effects between mothers and fathers, in that destructive conflict tactics were associated with future conflict tactics and mindful parenting practices employed by themselves and their spouses.
    Type of Medium: Online Resource
    ISSN: 0022-2445 , 1741-3737
    URL: Issue
    URL: Article
    DOI: 10.1111/jomf.v85.1
    DOI: 10.1111/jomf.12868
    RVK:
    MN 1000
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 218322-5
    detail.hit.zdb_id: 2066605-6
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  • 6
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    Associations of sleep problems with externalizing behaviors and preacademic performance: The moderating role of family socioeconomic status
    Wiley ; 2017
    In:  Infant and Child Development Vol. 26, No. 5 ( 2017-09)
    Details
    In: Infant and Child Development, Wiley, Vol. 26, No. 5 ( 2017-09)
    Abstract: Previous research has tended to measure sleep problems as an aggregated construct and neglected the potential moderating role of family socioeconomic status (SES). Also, most research has been conducted with school‐aged children and adolescents from European and European–American families. This study filled some of these gaps in the literature by examining whether family SES moderated the associations of bedtime resistance, parasomnia, and disordered breathing with externalizing behaviors and preacademic performance in a community sample of Chinese families with preschool children. Four hundred eighty‐six parents from Hong Kong, China, provided questionnaire data on their preschool children's sleep and adjustment. Hierarchical regression analyses evaluated the associations of sleep problems and child adjustment, controlling for demographic factors. Interaction terms were entered to examine whether the associations varied by family SES, as indexed by family income. Results suggested that bedtime resistance, parasomnia, and disordered breathing were positively and uniquely associated with externalizing behaviors. Bedtime resistance was positively associated with externalizing behaviors and negatively associated with preacademic performance in low‐, but not high‐, SES families. Discussion highlighted the utility of a multidimensional approach to studying sleep problems and the potential moderating roles of environmental stressors when examining the impact of sleep on adjustment. Highlights This study examined the associations of sleep problems with externalizing behaviors and preacademic performance. Four hundred eighty‐six Chinese parents provided questionnaire data on their children's sleep and adjustment. Bedtime resistance, parasomnia, and disordered breathing were linked positively to externalizing behaviors. Bedtime resistance was linked positively to externalizing behaviors and negatively to preacademic performance in low‐income families. Results highlighted the importance of considering the potential moderating role of environmental stressors when studying sleep problems.
    Type of Medium: Online Resource
    ISSN: 1522-7227 , 1522-7219
    URL: Issue
    URL: Article
    DOI: 10.1002/icd.v26.5
    DOI: 10.1002/icd.2026
    Language: English
    Publisher: Wiley
    Publication Date: 2017
    detail.hit.zdb_id: 2001577-X
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  • 7
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    Association between Children’s Imaginational Overexcitability and Parent‐Reported Creative Potential: Cognitive and Affective Play Processes as Potential Mediators
    Wiley ; 2021
    In:  The Journal of Creative Behavior Vol. 55, No. 4 ( 2021-12), p. 962-969
    Details
    In: The Journal of Creative Behavior, Wiley, Vol. 55, No. 4 ( 2021-12), p. 962-969
    Abstract: This study examined the direct and indirect associations among imaginational over‐excitability, cognitive play processes, affective play processes, and parent‐reported creative potential of Hong Kong Chinese kindergarten children. Participants were 106 parents of local kindergarten children (43.4% girls, mean age = 60.1 months). Parents reported their child’s imaginational over‐excitability, cognitive play processes, affective play processes, and creative potential through a questionnaire. Results from the path model revealed that children’s imaginational over‐excitability was positively associated with their cognitive and affective play processes. Children’s parent‐reported creative potential was significantly related to their cognitive play processes but marginally related to their affective play processes. Furthermore, the relationship between imaginational over‐excitability and parent‐reported creative potential was fully mediated by children’s cognitive and affective play processes. Theoretically, the findings suggest that children’s cognitive and affective play processes may explain the association between their imaginational over‐excitability and parent‐reported creative potential. Practically speaking, the results highlight the importance of providing imaginative children with opportunities and supports to carry out imaginative pretend play so as to promote their creative potential.
    Type of Medium: Online Resource
    ISSN: 0022-0175 , 2162-6057
    URL: Issue
    URL: Article
    DOI: 10.1002/jocb.v55.4
    DOI: 10.1002/jocb.501
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 2549674-8
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  • 8
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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
    detail.hit.zdb_id: 2028937-6
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  • 9
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    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
    detail.hit.zdb_id: 2028937-6
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  • 10
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    Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?
    Wiley ; 2022
    In:  Learning Disabilities Research & Practice Vol. 37, No. 1 ( 2022-02), p. 6-17
    Details
    In: Learning Disabilities Research & Practice, Wiley, Vol. 37, No. 1 ( 2022-02), p. 6-17
    Abstract: This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first‐year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive knowledge, and learning strategies were administered. Students with SLD reported using fewer learning strategies than students without SLD. The use of writing/research skills, which are the skills used to research topics from various sources in different ways (e.g., organizing writing projects, and monitoring for errors), significantly negatively predicted the reported reading/writing difficulties in both groups. These findings help expand our understanding of which learning strategies are useful for students with SLD and university instructors use more suitable techniques to facilitate the learning of these students.
    Type of Medium: Online Resource
    ISSN: 0938-8982 , 1540-5826
    URL: Issue
    URL: Article
    DOI: 10.1111/ldrp.v37.1
    DOI: 10.1111/ldrp.12269
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2006126-2
    detail.hit.zdb_id: 2156893-5
    SSG: 5,3
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