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  • Wiley  (17)
  • Chung, Kevin Kien Hoa  (17)
  • 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
    SSG: 5,3
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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
    SSG: 5,3
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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
    SSG: 5,2
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  • 4
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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
    SSG: 5,2
    SSG: 5,3
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  • 5
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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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  • 6
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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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    SSG: 5,2
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  • 7
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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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  • 8
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    Parental self‐efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization
    Wiley ; 2022
    In:  Family Process Vol. 61, No. 2 ( 2022-06), p. 779-791
    Details
    In: Family Process, Wiley, Vol. 61, No. 2 ( 2022-06), p. 779-791
    Abstract: This longitudinal study examined the associations between child negative affect, parental self‐efficacy (PSE), and parents’ approaches to the provision of supportive socialization. It also investigated the bidirectionality between PSE, problem‐focus socialization, and emotion‐focus socialization across two time points separated by one year. Participants were 757 Hong Kong Chinese parents (47.4% fathers) of kindergarten children. At both time 1 and time 2, parents reported their PSE, problem‐focus socialization, and emotion‐focus socialization. Additionally, parents rated their child's negative affect at time 1. Results from the cross‐lagged panel model revealed that, controlling for the effects of school's socioeconomic strata, child gender, parental age, and educational level, PSE at time 1 mediated the indirect links of child negative affect at time 1 with problem‐focus (indirect effect: β  = −.02, SE  = .02, p   〈  .05) and emotion‐focus (indirect effect: β  = −.02, SE  = .01, p   〈  .05) socialization at time 2 and that PSE ( β  = .10, SE  = .06, p   〈  .01) and problem‐focus socialization ( β  = .15, SE  = .03, p   〈  .05) were reciprocally associated with each other. Findings underscored the role of PSE in understanding parental provision of supportive socialization and the co‐development of belief about parenting and parenting behaviors.
    Type of Medium: Online Resource
    ISSN: 0014-7370 , 1545-5300
    URL: Issue
    URL: Article
    DOI: 10.1111/famp.v61.2
    DOI: 10.1111/famp.12688
    RVK:
    CL 1000
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2066315-8
    SSG: 5,2
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  • 9
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    Bidirectionality in kindergarten children's school readiness and emotional regulation
    Wiley ; 2020
    In:  Social Development Vol. 29, No. 3 ( 2020-08), p. 801-817
    Details
    In: Social Development, Wiley, Vol. 29, No. 3 ( 2020-08), p. 801-817
    Abstract: This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also rated children's emotional regulation at both time points. The results from the two reciprocal path models showed that, controlling for the corresponding autoregressive effects, school readiness at time 1 was predictive of emotional regulation at time 2. However, emotional regulation at time 1 did not emerge as a significant predictor of school readiness at time 2. Theoretically, these results underscored children's school readiness as a potential contributor to their emotional regulation. Practically, these findings suggested the utility of supporting children's school readiness to foster their emotional regulation.
    Type of Medium: Online Resource
    ISSN: 0961-205X , 1467-9507
    URL: Issue
    URL: Article
    DOI: 10.1111/sode.v29.3
    DOI: 10.1111/sode.12434
    Language: English
    Publisher: Wiley
    Publication Date: 2020
    detail.hit.zdb_id: 2001609-8
    SSG: 5,2
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  • 10
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    Linking school‐ and classroom‐level characteristics to child adjustment: A representative study of children from Hong Kong, China
    Wiley ; 2024
    In:  British Journal of Educational Psychology Vol. 94, No. 2 ( 2024-06), p. 661-679
    Details
    In: British Journal of Educational Psychology, Wiley, Vol. 94, No. 2 ( 2024-06), p. 661-679
    Abstract: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non‐Western context, not to mention the potential processes that may mediate these associations. Aims This study examined the associations of school‐ and classroom‐level characteristics with child adjustment and tested whether these associations were mediated by teacher–child relationship qualities. Sample Cross‐sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Methods Using self‐reported questionnaires, teachers rated their school‐level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Results Multilevel structural equation modelling revealed that the school‐level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school‐level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher–child closeness and conflict, whereas the associations of the school‐level environment and classroom chaos with child behavioural problems were mediated by teacher–child conflict only. Conclusions Findings indicated how school‐ and classroom‐level characteristics may be uniquely associated with child adjustment and how teacher–child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school‐ and classroom‐level environments and teacher–child relationships in promoting child development.
    Type of Medium: Online Resource
    ISSN: 0007-0998 , 2044-8279
    URL: Issue
    URL: Article
    DOI: 10.1111/bjep.v94.2
    DOI: 10.1111/bjep.12672
    Language: English
    Publisher: Wiley
    Publication Date: 2024
    detail.hit.zdb_id: 280391-4
    detail.hit.zdb_id: 1501130-6
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