講座教授
https://www.eduhk.hk/ece/files/thumbnail7/department/ece/staff/white/Prof._Kevin_ChungCrop_Full_Size.jpg
(852) 2948 7760
(852) 2948 7227
B1-1/F-27
kevin@eduhk.hk
B.A., B.Ed.(Hons); Dip. Asian. St.; Ph.D. (UNSW)
Ph.D. (UNSW)
Dip. Asian. St.;
B.A., B.Ed.(Hons);
Research Areas
Learning difficulties in particular to dyslexia
Literacy acquisition, assessment and instruction
Cognitive, social, and emotional development
Early child development and education
Psycholinguistics
Prof. Chung is the Co-Principal Investigator of the research project: Reading Development in Chinese and English: Genetic and Neuroscience Correlates
The Bilingual Twin Project is a longitudinal study which aims to investigate the role of genetic and environmental influences on children's bilingual cognitive and reading development. The project is now recruiting twins aged from 5 to 9 years.
Twins Study project website: http://www.psychology.hku.hk/hktwin
Twins Study facebook page: https://www.facebook.com/hktwinsstudy
Twins Study YouTube:https://youtu.be/
Selected Funded Projects
2017-2019 Intervention Efficacy of Assistive Listening Devices for Chinese Children with Dyslexia - a Randomized Controlled Trial (Health and Medical Research Fund), Jun 2017 – Aug 2019, Kam, Anna C.S. (PI), K.K.H. Chung, Lau, Polly S.H., Poon, Kean K.Y., Yuen, Kevin C.P. Awarded $1.1 million.
2017-2019 Meta-linguistic vs. working-memory training in Chinese dyslexic children: behavioural and neural evaluation (Health and Medical Research Fund), Sep 2017- Feb 2019, Maurer, Urs (PI) with Wong, Patrick C.M., K.K.H. Chung, SIU Carrey T.S. Awarded $1.1 million.
2015-2019
3Es: Early Prevention, Early Identification and Early Intervention: A School-based Support Model of Social-Emotional Development for Kindergarten Children, 2015-2019 [Simon K.Y. Lee Foundation, K.K.H Chung (PI) with C.B.Lam & M. Leung]. Awarded $19 million.
2016-2018
In search of profiles and subtypes of dyslexia in dual-language adolescent readers [General Research Fund (GRF), 2015-2016, K.K.H.Chung (PI) with McBride Catherine.] Awarded $1.7 million.
2016-2018
Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention [Standing Committee on Language Education and Research (SCOLAR), 2015-2018, K.K.H Chung (PI) with Catherine McBride, Ian Lam and Liu Duo].Awarded $1.9 million
2016-2018
Dialogical reading programme on Chinese language and emergent literacy learning in ethnic minority preschool children in Hong Kong [Standing Committee on Language Education and Research (SCOLAR), 2015-2017, Zhou, Y.L. (PI) with K.K.H Chung & McBride CatherineAlexandra.Awarded$1.3 million
2012-2014
Hong Kong students diagnosed with childhood dyslexia: What is and is not compensated? [General Research Fund (GRF), 2012-2014, K.K.H chung (PI) with Catherine McBride-Chang, & Dennis Molfese].
2013-2015
A longitudinal examination of late-emerging reading difficulties in Hong Kong Chinese Children [General Research Fund (GRF), 2013-2015, K.K.H chung (PI) with C.C-H. Ho, D. W. Chan, S-M. Tsang, & S-H. Lee].
2011-2014
Reading difficulties in Chinese (L1) and English (L2): Co-occurrence and cognitive and perceptual correlates in Hong Kong children [General Research Fund (GRF), 2011-2014, C. A. McBride-Chang (PI) with K.K.H. Chung., & C. Y. Lee].
2012-2013
Theory of Mind Development and Use in Children from Hong Kong and the UK -A Latent Variable Study [Economic and Social Research Council (ESRC)/ Research Grants Council (RGC) Joint Research Scheme, 2012-2013, C. Hughes (PI) and Z. Wang (PI), K.K.H. Chung., W. C. Wang., & D. Cheng].
2011-2012
Cognitive-linguistic skills important to Chinese text writing among beginning writers [The University Research Committee, Seed Funding Programme for Basic Research, HKU, 2011-2012, with P.-S. Yeung, (PI), C.S-H. Ho, D.W.Chan, K.K.H.Chung.]. Awarded 80,000
2009-2012 Longitudinal Predictors of Behavioral Regulation, Oral Language and Reading-related Cognitive Skills in Chinese Reading Achievement Across Chinese Children from Different SES Backgrounds. [General Research Fund (GRF), 2009-2012, K.K.H. Chung (PI) with McBride Catherine & A.M.Y. Wong.] Awarded $1.1 million.
2009-2011
READ & WRITE: A Jockey Club Learning Support Network - Publishing a Standardized Assessment Battery for Identification of Secondary School Students with Dyslexia in Hong Kong. [Jockey Club Charities, 2009-2011, K.K.H. Chung (PI) with C.S-H. Ho, D.W. Chan, S-M. Tsang, & S-H. Lee]
2009-2011
READ & WRITE: A Jockey Club Learning Support Network - Effectiveness of early intervention for Chinese kindergarteners at risk for specific learning difficulties . [Jockey Club Charities , 2009-2011, K.K.H.Chung (PI) with C.S-H.Ho, D.W.Chan, S-M.Tsang, & S-H.Lee].
2009-2011
Longitudinal predictors of behavioral regulation, Oral language and reading-related cognitive skills in Chinese reading achievement across Chinese children from different SES Backgrounds. [General Research Fund (GRF), 2009-2011, K.K.H.Chung (PI) with C.A. McBride-Chang,.& A.M.Y.Wong]
2006-2009
An early intervention study on Hong Kong preschool children at risk for specific learning difficulties [QEF, 2006-2009, K.K.H.Chung (PI) with C.S-H.Ho, D.W.Chan, S-M.Tsang, & S-H.Lee].
2005-2008
Temporal processing and cognitive processing in Chinese dyslexic children: behavioral and electrophysiological investigation, [Competitive Earmarked Research Grants (CERG), 2005-2008, K.K.H.Chung (PI) with T.B.Penney, C.A. McBride-Chang, C.S-H. Ho, & H.Cheung].
Selected Outputs
2020 Chung, K. K. H., Lam, C. B., & Liew, J. (2020) Early Education and Development about Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927-929.
2020 Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2020). Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading, 43, 201-228.
2020 Chung, K. K. H. & Lam, C. B. (2020). Cognitive-linguistic skills underlying word reading and spelling difficulties in Chinese adolescents with dyslexia. Journal of Learning Disabilities, 53, 48-59.
2020 Li, X., Lam, C. B., & Chung, K. K. H. (2020). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators. Journal of Developmental and Physical Disabilities, 32, 323-338.
2020 Yeung, P., Ho, C. S., Chan, D. W., & Chung, K. K. H. (2020). Writing motivation and performance in Chinese children. Reading and Writing, 33, 427-449.
2020 Fung, W. K. & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33 (2), 377-397.
2019 Liu, C., Chung, K. K. H., & Fung, W.K. (2019). Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school, Contemporary Educational Psychology, 59 (101779), 1-9.
2019 Fung, W.-K., Chung, K. K.-H., & Cheng, R. W.-Y. (2019). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30(2), 280-293.
2019 Li, X., Lam, C. B., Chung, K. K. H., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities. American Journal of Orthopsychiatry, 89(2), 212-221.
2019 Yang, X., Chung, K. K. H., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children. Educational Psychology, 39(5), 678-704.
2018 Tong, X., McBride, C., Ho, C.S.H, Waye, M. M.,Chung, K.K.H., Wong, S.W.L. & Chow, B.W.Y., (2018) Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing, 31(8), 1765-1786.
2018 Li, C. W. & Chung, K. K. H.. (2018) Co-morbidities in Chinese children with attention deficit/hyperactivity disorder and reading disabilities. Dyslexia, 24, 276-293.
2018 Kwong, S. C.,Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence.Early Childhood Research Quarterly, 44, 275-287.
2018 Lam, C. B., Chung, K. K. H., & Li, X.~ (2018). Parental warmth and hostility and child executive functions: A longitudinal study of Chinese families. Frontiers in Psychology. 9.
2018 Kalindi, C. S & Chung, K.K.H. (2018). The impact of morphological awareness on word reading and dictation in Chinese early adolescent readers with and without dyslexia. Frontiers in Psychology, 9, 1-14.
2018 Chung, K. K. H., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children. Reading and Writing, 31, 411.
2017 Lam, C. B., & Chung K. K. H. (2017). Associations of sleep problems with externalizing behaviors and pre-academic performance: The moderating role of family socioeconomic status.Infant and Child Development, 26, 2026-2026.
2017 Wong, S.W.L., Tsui, J.K.Y., Chow, B.W.-Y., Leung, V.W.H., Mok, P., & Chung, K.K.-H. (2017). Perception of native English reduced forms in adverse environments by Chinese undergraduate students.Journal of Psycholinguistic Research, 46, 1149-1165.
2017 Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.H. (2017). The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades. Applied Psycholinguistics, 38, 211-231.
2017 Yeung, P. Z., Ho, C. S. H., Chan, D. W. O., & Chung, K. K.H. (2017). A simple view of writing in Chinese. Reading Research Quarterly, 52, 333-355.
2017 Wang, L.C., Liu, D., Chung, K.K.H., Yang, H.M. (2017) Development of Lexical Tone Awareness in Chinese Children with and without Dyslexia, Contemponary Educational Psychology, 49, 203-214.
2017 Chung, K.K.H. (2017) Understanding developmental dyslexia in Chinese: linking research to practice. Asia Pacific Journal of Developmental Differences, 4, 3-15.
2017 Chung, K.K.H., Liu, H.Y., McBride, C., Wong, A.M.Y., Lo, J.C.M. (2017) How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. An International Journal of Experimental Educational Psychology, 37, 402-420.
2017 Wong, S.W.L., Mok, P.P.K., Chung, K.K.H., Leung, V.W.H., Bishop, D.V.M., Chow, B.W.Y. (2017). Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates. Tesol Quarterly, 51, 7-31.
2016 Lo, L.Y., Ho, C.S.H., Wong, Y.K., Chan, David W.O., Chung, K.K. H. (2016). Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children. Journal of Psycholinguistic Research. Journal of Psycholinguistic Research, 46, 1287-1300.
2016 Yeung, P.S., Ho, C.S.H., Chan, David W.O., Chung, K.H.H. (2016). Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals. Reading and Writing, 9,1935-1958.
2016 Tong, X.,Lo, J. C.,McBride, C.,Ho, C. S.,Waye, M. M.,Chung, K. K. H.,Wong, S. W.,Chow, B. W.. (2016).Coarse and fine N1 tuning for print in younger and older Chinese children: Orthography, phonology, or semantics driven?Neuropsychologia, 91, 109-119.
2016 Liu, D.,Chung, K. K. H.,& McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39, 268-291.
2016 Tong X.,Maurer U., Kevin K.H. Chung,McBride, C. (2016).Neural specialization for print in Chinese-English language learners.Journal of Neurolinguistics, 38, 42-55
2016 Siu, C. T. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016).Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children.Learning and Individual Differences,47, 61-69.
2016 Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K.H. (2016). A componential model of reading in Chinese.Learning and Individual Differences, 45,11-24.
2016 Kalindi, S., McBride-Chang, C., Chan, S., Chung, K. K. H., Lee, C-Y., Maurer, U., & Tong, X. (2016). A short test of word recognition for English language learners.Child Studies in Asia-Pacific Contexts, 5, 95-105.
2015 Liu, D., Chen, X., & Chung, K. K.-H. (2015). Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children.Scientific Studies of Reading, 19, 307-324
2015 Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of dyslexia, 1-16.
2015 Chung, K.K.H., (2015). Behavioural self-regulation and its contribution to reading among Chinese poor readers.Asia Pacific Journal of Developmental Differences,2, 5-25.
2014 Tong, X, McBride, C., Lee, C.-Y., Zhang, J., Shuai, L., Maurer U., & Chung, K.K.H. (2014). Segmental and suprasegmental features in speech perception in Cantonese-speaking second graders: An ERP study.Psychophysiology, 51, 1158-1168.
2014 Chung, K. K. H., Lo, C. M., Ho, C. S. H., Xiao, X., & Chan, D. W. (2014). Syntactic and discourse skills inChinese adolescent readers with dyslexia: a profiling study.Annals of Dyslexia, 64,222-247.
2014 Tong, X., McBride, C., Zhang, J., Chung, K. K.H., & Lee, C.-Y., Shuai, L., & Tong, X. (2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking children. Brain and Language, 138, 61-70.
2014 Tong, X., Chung, K. K. H., & McBride, C. (2014). Two-Character Chinese Compound Word Processing in Chinese Children With and Without Dyslexia : ERP Evidence.Developmental Neuropsychology,39,285-301.
2014 Yeung, P. -S., Ho, C. S. -H., Chan, D. W., & Chung, K. K. -H. (2014). What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades?.Dyslexia,20,119-145.
2014 Ching, B. H. -H., Ho, C. S. -H., Chan, D. W., Chung, K. K. H., & Lo, L. -Y. (2014). Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers' behavior checklist in Hong Kong.Applied Psycholinguistics, 35, 1235-1257.
2013
Yeung, P. -s., Ho, C. S. -H., Chan, D. W., & Chung, K. K. H. (2013). Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students.Discourse Processes,50, 498-529.
2013
Chung, K. K. H., McBride-Chang, C., Cheung, H., & Wong, S.W.L. (2013). General auditory processing, speech perception, and phonological awareness in Chinese-English biliteracy.Journal of Research in Reading,36,202-222.
2013
Yeung, P.-S., Ho, C. S.-H., Chan, D. W., & Chung, K. K.-H. (2013). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students.Reading and Writing: An Interdisciplinary Journal, 26, 1195-1221.
2013
Yeung, P. -S., Ho, C. S. H., Chan, D. W., Chung, K. K. H., & Wong, Y. -K. (2013). A model of reading comprehension in Chinese elementary school children.Learning and Individual Differences, 25,55-66.
2013
Liu, D., Chung, K. K. H., Zhang, Y., & Lu, Z. (2013). Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading.Reading and Writing: An Interdisciplinary Journal, 27, 431-450.
2013
Chung, K.K.H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2013). Contributions of syntactic awareness to reading in Chinese-speaking adolescent readers with and without dyslexia.Dyslexia, 19,11-36.
2013
Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students.Applied Psycholinguistics, 34, 1245-1277.
2012
Chung, K. K.-H., Tong, X., & McBride-Chang, C., (2012). Evidence for a deficit in orthographic structure processing in Chinese developmental dyslexia: An event-related potential study,Brain Research, 1472, 20-31.
2012
Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S. -M., & Lee, S. -H. (2012). The Hong Kong behavior checklist for primary students: Developing a brief dyslexia screening measure.International Journal of Disability, Development and Education, 59,173-196.
2012
Chik, P. P., Ho, C. S. –H., Yeung, P., Wong, Y. –K., Chan, D. W., Chung, K. K. –H., & Lo, L. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.Annals of Dyslexia, 62,1-18
2012
Ho, C.S.-H., Wong, Y.-K., Yeung, P.-S., Chan, D. W., Chung, K. K. -H., Lo, S. -C., & Hui, L. (2012). The core components of reading instruction in Chinese.Reading and Writing, 25,857-886.
2012
Chik, P.P., Ho, C.S.-H., Yeung, P., Chan, D.W., Chung, K.K.-H., Hui, L., Lo, L., & Lau, W.S. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children.Reading and Writing,25, 679-699.
2011
Chung, K.K.-H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading.Journal of Educational Psychology, 103,909-921.
2011
McBride-Chang, C., Chung, K. K.-H., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia.Journal of Experimental Child Psychology,110,422-433.
2011
Yeung, P.-S., Ho, C. S. –H., Chik, P. P.-M., Lo, L. -Y, Hui, L., Chan, D. W., & Chung, K. K. –H. (2011). Reading and spelling Chinese among beginning readers: what skills make a difference?.Scientific Studies of Reading, 15, 285-313.
2011
Chung, K. K. H., Ho, C. S.-H., Chan, D. W., Tsang, S. -M., & Lee, S. -H. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia.Reading and Writing,24,835-859.
2010
Chung, K. K. H., & Ho, C. S.-H. (2010). Dyslexia in Chinese language: An overview of research and practice.Australian Journal of Learning Diffculties, 15, 213-224.
2010
Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S.-M., & Lee, S.-H. (2010). Teachers' checklist on reading-related behavioral characteristics of Chinese primary students: A Rasch measurement model analysis.Australian Journal of Learning Difficulties, 15, 151-170.
2010
Chung, K. K. H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The processing of morphological structure information in Chinese coordinative compounds: An event-related potential study.Brain Research, 1352, 157-166.
2010
Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic versus analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children.Journal of ExperimentalChild Psychology, 107, 466-478.
2010
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S. H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children.Journal of Educational Psychology, 102, 367-380.
2010
Chung, K. K. H., & Ho, C. S.-H. (2010). Second language learning difficulties in Chinese children with dyslexia: What are the reading-related cognitive skills that contribute to English and Chinese word reading?Journal of Learning Disabilities, 43, 195-211.
2010
Chung, K. K. H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2010). Cognitive profiles of Chinese adolescents with dyslexia.Dyslexia, 16, 2-23.
2009
Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S. H. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia.Journal of Child Psychology and Psychiatry, 50,726-733.
2008
Chung, K. K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S. H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia.Annals of Dyslexia, 58, 15-35.
2008
Chan, D.W., Ho, C.S.H., Tsang, S.M., Lee, S.H., & Chung, K.K.H.(2008). Estimating incidence of developmental dyslexia in Hong Kong: What differences do different criteria make?Australian Journal of Learning Difficulties, 13,1-16.
2008
Chung, K. K. H. (2008). What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters?Learning and Instruction,18,96-108.
2007
Ho, C.S.H., Chan, D.W., Chung, K.K.H., Lee, S.H., & Tsang, S.M. (2007). In search of subtypes of Chinese developmental dyslexia.Journal of Experimental Child Psychology, 97,61-83.
2007
Chung, K.K.H. (2007). Presentation factors in the learning of Chinese characters: the order and position of Hanyu pinyin and English translations,Educational Psychology, 27,1-20.
2007
Chan, D.W., Ho, C.S.H., Tsang, S.M., Lee, S.H., & Chung, K.K.H.(2007). Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong,Educational Studies, 33,249-265.
2006
Chan, D.W., Ho, C.S.H., Tsang, S.M., Lee, S.H., & Chung, K.K.H.(2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong,Reading and Writing, 19,543-561.
2006
Ho, C.S.H., Chan, D.W., Tsang, S.M., Lee, S.H., & Chung K.K.H.(2006). Word learning deficit among Chinese dyslexic children,Journal of Child Language, 33,145-161.
2005
Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive based instruction on mathematical problem solving by learners with mild intellectual disabilities,Journal of Intellectual & Developmental Disability, 30, 207-216.
2004
Chan, D.W., Ho, C. S H., Tsang, S M., Lee, S H., & Chung, K.K.H. (2004). Screening for Chinese children with dyslexia in Hong Kong: The use of the teachers' behaviour checklist.Educational Psychology, 24, 811-824.
2004
Chung, K.K.H., Code, C. & Ball, M.J. (2004). Speech automatisms and recurring utterances from aphasic Cantonese speakers,Journal of Multilingual Communication Disorders, 2,32-42.
2003
Chan, D. W., Ho, C. S., Tsang, S., Lee, S., & Chung, K. K. H. (2003). Reading-related behavioral characteristics of Chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong,Annals of Dyslexia, 53,300-323.
2003
Chung, K.K.H. (2003). The role of pronunciation prompts and first language words in learning of Chinese characters as a second language,Journal of Behavioral Education, 3,207 – 223.
2002
Chung, K.K.H. (2002). Effective use of Hanyu Pinyin and English translations as extra stimulus prompts on learning of Chinese characters,Educational Psychology, 22,149-164.
1999
Taft, M., & Chung, K.K.H. (1999). Using radicals in teaching Chinese characters to second language learners,Psychologia, 42,243-251.
1996
Solman, R.T., & Chung, K.K.H. (1996). Language transfer and blocking in second language vocabulary learning,Journal of Behavioral Education, 6,173-190.
Books
2014
Chung, K. K. H., Yuen, K. C. P., & McInerney, D. M. (Eds.) (2014).Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives. Charlotte, NC: Information Age Publishing.
Book Chapters
2018 Kalindi, S., Chung, K. K. H., Liu, D., & Wang, L.C. (2018). The Complexities of Written Chinese and the Cognitive-Linguistic Precursors to Reading, with Consequent Implications for Reading Interventions. In H. K. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean Languages. John Benjamins.
2018 Chung, K. K. H. (2018). Understanding and Supporting childrenwith dyslexia and late-emerging reading difficulties. In Kennedy. J. K and Lee. J. C-K (Eds.),Routledge International Handbook of Schools and Schooling in Asia,London: Routledge,531-540.
2018 Cheung, K. C., Kwong, E., & Chung, K. K. H. (2018). Leading the way in supporting children with additional needs. In Kennedy. J. K and Lee. J. C-K (Eds.), Routledge International Handbook of Schools and Schooling in Asia, London: Routledge,527-530.
2018 Cheung, K. C., Kwong, E., & Chung, K. K. H. (2018). Leading the way in supporting children with additional needs. In Kennedy. J. K and Lee. J. C-K (Eds.) , Routledge International Handbook of Schools and Schooling in Asia, London: Routledge,527-530.
2018 Chung, K. K. H. (2018). Supporting childrenwith dyslexia and late-emerging reading difficulties. In Kennedy. J. K and Lee. J. C-K (Eds.) ,Routledge International Handbook of Schools and Schooling in Asia,London: Routledge,531-540.
2017 Chu, S. S. W., & Chung, K. K. H. (2017). Ka-ho, a case study of a Chinese adolescent with dyslexia. In Anderson, P. L., & Meier-Hedde, R. (Eds.), Dyslexia in Adolescence: Global Perspectives (pp. 68-86). New York: Routledge.
2015
Chung, K.K.H., 2015. Socioeconomic Status and Academic Achievement. In: James D.Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 22. Oxford: Elsevier. pp. 924–930.
2014
Chung, K. K. H. (2014). Developmental dyslexia in Chinese. In D.M. McInerney (Ed.),Educational Psychology: Constructing Learning (6th Edition)(pp. 264-267). Sydney: Pearson.(8th ed.,), Sydney: Pearson.
2014
Ho, C.S-H., Wong, Y. K., Lo, C. M., Chan, D.W., Chung, K.K.H., & Lo, S.C. (2014). Helping children with reading disability in Chinese: The response to intervention approach with effective evidence-based curriculum, In X. Chen, Q. Wang, Y. C. Luo (Ed.),Reading Development and Difficulties in Monolingual and Bilingual Chinese Children(pp.103-124). New York London: Springer.
2012
Wong, S. W. L., Xiao M. X. Y., & Chung, K. K. H. (2012). Issues of culture and language in developmental disorders: The case of dyslexia in Chinese learners, In C. Marshall (Ed.),Current Issues in Developmental Disorders(pp.151-164). New York: Psychology Press.
2011
Chu, S. S. W., Chung, K. K. H., & Ho, F. C. (2011). Ka-ho, a case study of dyslexia in China. In Anderson, P. L., & Meier- Hedde, R. (Eds.),International Case Studies of Dyslexia(pp. 46-64). New York: Routledge.
2010
Chung, K. K. H. (2010). Meeting students with special educational needs. In L.-F. Zhang, J. Biggs, & D. Watkins. (Eds.),Understanding the learning and development of Asian students: What the 21st century teacher needs to know(pp. 143-166). Singapore: Pearson Education.
2008
Chung, K. K. H.(2008). Supporting Chinese learners with developmental dyslexia. In C. Forlin (Ed.), Catering for learners with diverse needs: An Asia-Pacific focus. (pp. 61-70). Hong Kong: HKIEd.
Other Publications / Related Research Activities
Curriculum Design and Development:
Primary School Sector
2011
何淑嫻、陳穎修、陳維鄂、鍾杰華、曾淑雯、李淑嫻（2011）：《小學中文分層支援教學模式 運作指南》。香港﹕香港特殊學習困難研究小組。
2011
何淑嫻、陳穎修、陳維鄂、鍾杰華、曾淑雯、李淑嫻（2011）：《小學中文分層支援教學模式支援人員手冊》。香港﹕香港特殊學習困難研究小組。
2011
何淑嫻、陳穎修、陳維鄂、鍾杰華、曾淑雯、李淑嫻（2011）：《悅讀．悅寫意〈三〉初小中文讀寫課程﹝綜合修訂版﹞》。香港﹕香港特殊學習困難研究小組。
2009
何淑嫻、盧綉菁、陳維鄂、鍾杰華、曾淑雯、李淑嫻（2009）：《悅讀．悅寫意〈二〉初小中文讀寫課程》，香港﹕香港特殊學習困難研究小組。
2007
何淑嫻、盧菁、陳維鄂、鍾杰華、曾淑雯、李淑嫻 (2007）：《悅讀．悅寫意（一 初小中文讀寫課程），香港：香港特殊學習困難研究小組。
School Training Package:
Preschool Sector
2011
鍾杰華、何淑嫻、陳維鄂、曾淑雯、李淑嫻 (2011)：《童心齊悅讀－幼兒語文課程教材套》，香港：香港特殊學習困難研究小組。
2008
鍾杰華、何淑嫻、陳維鄂、曾淑雯、李淑嫻（2008）。《讀樂樂—幼兒語文訓練活動》 ，香港：香港特殊學習困難研究小組。
Primary School Sector
2008
何淑嫻、陳維鄂、鍾杰華、李淑嫻 、 曾淑雯、陳穎修 (2008）：《 中文字詞認讀訓練 ( 第二版 ) 字得其樂 》，香港：香港特殊學習困難研究小組。
Assessment Battery and Checklist:
Preschool Sector
2011
Ho, C.S.H., Leung, K.N.K., Yeung, P.S., Chan, D. W., Chung, K. K. H., Tsang, S.M., & Lee, S.H. (2011).The Hong Kong Reading Ability Screening Test for Preschool Children. Hong Kong: Hong Kong Specific Learning Difficulties Reserch Team.
2006
Wong, E.Y. F., Ho, C.S.H., Chung, K.K.H., Chan, D. W., Tsang, S.M., & Lee, S.H. (2006).The Hong Kong Learning Behaviour checklist for Preschool Children (Parent Version). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Primary School Sector
2010
何淑嫻、黃有佳、羅楚明、陳維鄂、鍾杰華、曾淑雯、李淑嫻、盧立仁 (2010) ： 《香港初小學生中文讀寫能力評估》， 香港： 香港特殊學習困難研究小組。
2009
Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., Tsang, S.-M., & Lee, S.-H. (2009).The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Primary School Students (2nd ed.) (BCL-P (II)). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
2007
Ho, C. S. H., Chan, D. W., Chung, K. K. H., Tsang, S. M., Lee, S. H., & Cheng, R. W. Y. (2007).The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students(HKT-P(II)) (2nd ed.). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Secondary School Sector
2012
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., Lee, S.H. & Xiao, X. M. (2012).The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students [HKT-JS(II)]. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
2011
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., Lee, S.H. & Xiao, X. M. (2011).The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students [HKT-JS(II)]. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
2009
Ho, C. S. H., Lo, L. Y., Chan, W. D., Chung, K. K. H., Tsang, S. M., & Lee, S. H. (2009).The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (BCL-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team, 1-18.
2007
Chung, K.K.H., Ho, C.S.H., Chan, D W., Tsang, S.M., & Lee, S.H. (2007).The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (HKT-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
