方蕊慈博士
助理教授
https://www.eduhk.hk/ece/files/thumbnail7/department/ece/staff/white/FONG,_Yui_ChiCrop_Full_Size.jpg
(852) 2948 7236
(852) 2948 7160
B3-1/F-15
ycfong@eduhk.hk

PhD in EP HKU
BA CUHK

Research Areas
Language and literacy development
Reading difficulties?
Executive functions
Dr. Fong is accepting MPhil/PhD students for Fall 2022. Interested candidates please send your CV and relevant documents to ycfong@eduhk.hk.
Selected Funded Projects
2022-2024 Parent-child Book Reading: A Structured Home Context to Stimulate Executive Functions of Kindergarten Children? [General Research Fund, UGC], Fong, C. Y.-C. [PI], 2022-2024.

2019-2020 Effects of reading-specific cognitive flexibility training on Chinese word reading in preschool children [EdUHK – Internal Research Grant (from UGC Block Grant)], Fong, C. Y.-C. [PI], 2019-2020.

2018-2020 The unique role of cognitive flexibility in Chinese reading acquisition among Hong Kong preschoolers [Early Career Scheme, UGC], Fong, C. Y.-C. [PI], & Ho, C. S.-H., 2018-2020.

2018-2021

In search of early predictors of reading comprehension difficulties in Chinese [General Research Fund, UGC], Ho, C. S.-H., Fong, C. Y.-C., with Elbro, C., Oakhill, J. V., & Wong, A. M.-Y., 2018-2021.


2016-2017

Examining domain-general and reading-specific executive functioning: Relations to reading abilities in Chinese kindergarteners [Start-up Research Grant, EdUHK], Fong, C. Y.-C. [PI], 2016-2017.


Selected Outputs
Journal Publications
Refereed Journal Article

2021 Ng, W.-S., Wong, T.-Y., & Fong, C. Y.-C. (2021). Contributions of Reading Comprehension Subskills to Arithmetic Word-Problem Solving among Chinese Primary School Students. Journal of Cognition and Development, 22(4), 585-604.

2020 Fong C. Y. C. & Chung P. Y. (2020): The role of orthographic flexibility in Chinese word reading among kindergarten children. Educational Psychology, 40(7), 804-819.

2019 Fong, C. Y. C. & Ho, C. S. H. (2019). Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study. First Language, 39(3), 281-297.

2019 Ho, C. S. H., Fong, C. Y. C., & Zheng, M. (2019). Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children. Applied Psycholinguistics, 40(2), 323-349.

2017 Fong, C. Y.-C., & Ho, C. S.-H. (2017). What are the contributing cognitive-linguistic skills for early Chinese listening comprehension? Learning and Individual Differences, 59, 78-85.

2015 Ho, C. S.-H., Fong, C. Y.-C., & Siu, C. T.-S. (2015). Cognitive-linguistic skills contributing to reading comprehension in Chinese.Perspectives on Language and Literacy, 40, 25-31.


2014 McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. W.-L. (2014). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204-211.

2012

Zhang, J., McBride-Chang, C., Tong, X., Wong, A. M.-Y., Shu, H., & Fong, C. Y.-C. (2012). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension.Reading and Writing, 25(9), 2183-2203.


2012

Zhou, Y.-L., McBride-Chang, C., Fong, C. Y.-C., Wong, T. T.-Y., & Cheung, S. K (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners.Early Education and Development, 23(4), 475-492.


2011

McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y.-C., Wong, T. T.-Y., & Wong, S. W.-L. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles.Journal of Child Psychology and Psychiatry, 52(2), 204-211.



Non-refereed Journal Article

2014

Ho, C. S.-H.,Fong, C. Y.-C., & Siu, C. T.-S. (2014). Cognitive-linguistic skills contributing to reading comprehension in Chinese.Perspectives on Language and Literacy, 40, 25-31.



Scholarly Books, Monographs and Chapters
Chapter in an edited book

2010

McBride-Chang, C., Lin, D.,Fong, C. Y.-C., & Shu, H. (2010). Language and literacy development in Chinese children. In M. H., Bond (Eds.),The Handbook of Chinese Psychology. New York: Oxford University Press.

2010

Leung, A., N.-M.,Fong, C. Y.-C., & McBride-Chang, C. (2010). Suicidal ideation and behavior among Asian adolescents. In Kumar, U., & Mandal, M. K.,SuicidalBehavior: Assessment & Diagnosis. New Delhi: Sage Publications.



Conference Papers
Refereed Conference Paper

2021 Fong, C. Y.-C., & Ho, C. S.-H. (2021, July). The contribution of sound-meaning flexibility to early Chinese reading. Poster presented at the International Congress of Psychology, Prague, Czech Republic.

2019 Fong, C. Y.-C., Ho, C. S.-H., & Chung, P.-Y. (2019, June). Executive functions of early poor readers in Chinese. Poster presented at the International Academy for Research in Learning Disabilities, Hersonissos, Crete, Greece.


2018 Fong, C. Y.-C., Ho, C. S.-H. (2018, July). What are the key cognitive-linguistic weaknesses of first-grade poor comprehenders in Chinese language?. Poster presented at the Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.

2017 Ho, C. S.-H., Fong, C. Y.-C., Tsang, S.-M., Chan, D. W.-O., Chung, K. K.-H., & Lee, S.-H. (2017, July). Selective impairment in word reading and reading comprehension among Chinese elementary school children. Poster presented at the Annual Meeting of the Society for the Scientific Study of Reading, Halifax, Nova Scotia.

2016 Fong, C. Y.-C., Ho, C. S.-H., Chan, D. W.-O., & Chung, K., K.-H. (2016, July). The unique role of picture rapid naming in predicting Chinese literacy skills. Paper presented at the Twenty-Third Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.

2015

Ho, C. S.-H., Fong, C. Y.-C., Siu, C. T.-S., Chan, K. S.-C., Chan, D., & Chung, K. (2015). An Extended Simple View of Reading in Chinese. Poster presentation at the Reading and Spelling Development, Disorders and Remediation Conference organized by the ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia.


2013

Fong, C. Y.-C., & Ho, C. S.-H (2013). Contribution of oral narrative skills to word reading, sentence and passage reading comprehension in Chinese first graders. Oral presentation at the Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong, China.


2012

Fong, C. Y.-C., & Ho, C. S.-H (2012). The roles of oral-language and reading-related cognitive skills in early reading comprehension among Chinese preschoolers. Poster presented at the Annual Meeting of the Society for the Scientific Study of Reading, Montreal, Canada.


2012

Fong, C. Y.-C., & Ho, C. S.-H (2012). The relative contribution of word-specific and word-general knowledge to early word reading and reading comprehension in Chinese preschoolers. Poster presented at the Global Conference on Disorders in Auditory Processing, Literacy, Language and Related Sciences, Hong Kong, China.


2009

Fong, C. Y.-C., Wong, T. T.-Y., McBride-Chang, C. (2009). The role of phonological awareness in Chinese children’s reading and spelling. Poster presented at the International Conference on the Processing of East Asian Languages & Symposium on Brain and Communication, Beijing, China.


2009

Leung, A. N.-M., Fong, C. Y.-C., & McBride-Chang, C. (2009). Computer game playing and children’s academic performance and psychosocial development. Poster Presentation at the SRCD Biennial Meeting, Colorado, USA.



All other outputs
2016

Ho, C. S.-H., Chan, D. W.-O., Chung, K., Tsang, S.-M., Lee, S.-H., & Fong, C. Y.-C. (2016). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students-Third Edition [HKT-P(III)]. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.