楊少詩博士
教育及人類發展學院副院長 (學術質素保證與提升) / 副教授
https://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Susanna_190916.jpg
(852) 2948 8283
D1-2/F-01
siusze@eduhk.hk

Introduction
Dr. Susanna Yeung has been with the Education University of Hong Kong (formerly as The Hong Kong Institute of Education) since 2004. She has taught at the university level in the areas of educational psychology, developmental psychology, cognitive psychology and young children with special needs. She completed her doctorate in 2012 at The University of Hong Kong. Her dissertation focused on the relationship between phonological awareness and reading among young children who learn English as a second language. Her research interests revolve around young children’s language and reading development. Other research foci include affective and cognitive factors associated with language and reading development and effects of reading intervention.
Highest Degree Obtained
EdD, The University of Hong Kong, 2012
Membership of Professional Societies
Member, Society of Scientific Studies of Reading
Honours/Awards
Silver Medal at the 2019 International Invention Innovation Competition in Canada, award given to the KT project of “A literacy play kit for supporting young children’s English learning”
Knowledge Transfer Award (2014) given to the QEF project “Effects of a language-rich phonological awareness intervention on English language and literacy among Hong Kong Chinese kindergarteners” by HKIEd
Early Stage Career Research Prize (2013) given to the paper “Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong” by British Journal of Educational Psychology.
Knowledge Transfer Publication Award (2013) given to the paper “Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children” by FEHD, HKIEd.
Teaching in Current Academic Year
Cognitive Psychology
Current External Competitive Grants
Vocabulary and reading comprehension: Examining the role of vocabulary depth and cross-language transfer. HK$602,800, funded by Research Grant Council. (PI: S. S. Yeung, Co-I: D. Lin, Y. Liu, & L. Siegel).
Selected Recent Publications
Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A.* (in press). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing.
Yeung, S. S.*, & Qiao, S. (in press). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities.
King, R. B.*, Yeung, S. S., & Cai, Y. (in press). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System.
Bernardo, A. B. I.*, Salanga, M. G. C., Tjipto, S., Hutapea, B., Khan, A., & Yeung, S. S. (2019). Polyculturalism and Attitudes Towards the Continuing Presence of Former Colonizers in Four Postcolonial Asian Societies. Frontier in Psychology.
Yeung, S. S.* (2018). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 78, 35-43.
Liu, Y., Sun, H., Lin, D.*, Yeung, S. S., Wong, T. Y. (2018). The unique role of executive foundation skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology.
Yeung, S. S.*, Liu, Y., & Lin, D. (2018). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism.
Yeung, V. W. L.*, Loughnan, S., Kashima, Y., Lun, V., & Yeung, S. S. (2017). When my object becomes me: The mere ownership of an object elevates domain-specific perceived self-efficacy. Applied Psychology, 66, 710-741.
Liu, Y., Yeung, S.S.*, Lin, D., Wong, R.K.S. (2017). English Expressive Vocabulary Growth and Its Unique Role in Predicting English Word Reading: A Longitudinal Study Involving Hong Kong Chinese ESL Children. Contemporary Educational Psychology, 49, 195-202.
Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S.* (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30, 87-103. Q2
Bernardo, A. B. I.*, Wang, T. Y., Pesigan, I. J. A., & Yeung, S. S. (2017). Pathways from collectivist coping to life satisfaction among Chinese: The roles of locus-of-hope. Personality and Individual Differences, 106, 253-256.
Yeung, S. S.* (2016). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual children. Reading Psychology, 37, 1119-1148.
Bernardo, A. B. I.*, Salanga, M. G. C., Tjipto, S., Hutapea, B., Yeung, S. S., & Khan, A. (accepted). Contrasting lay theories of polyculturalism and multiculturalism: Associations with essentialist beliefs of race in six Asian cultural groups. Cross Cultural Research, 50, 231-250.
Ganotice, F. A.*, Yeung, S. S., Beguina, L. A., & Villarosa, J. (2016). In search for H.E.R.O among Filipino teachers: The relationship of positive psychological capital and work-related outcomes. Special Issue on “Positive Education in Asia”. The Asia Pacific Education Researcher, 25, 407-414.
Bernardo, A. B. I.*, Salanga, M. G. C., Khan, A., & Yeung, S. S. (2016). Internal and external loci-of-hope predict use of individual and collaborative learning strategies: Evidence from university learners in four Asian cities. The Asia-Pacific Education Researcher, 25, 361-376.
Yeung, S. S.*, Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL Kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18, 81-104.
Du, H.*, Bernado, A. I. B., & Yeung, S. S. (2015). Locus-of-hope and life satisfaction: The mediating roles of personal self-esteem and relational self-esteem. Personality and Individual Differences, 83, 228-233.
Yeung, S. S.*, & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37, 92-120.
Pfundmair, M.*, Aydin, N., Du, H., Yeung, S., Frey, D., & Graupmann, V. (2015). Exclude me if you can – Cultural effects on the outcomes of social exclusion. Journal of Cross-cultural Psychology, 46, 579-596.
Yeung, S. S.*, & Ganotice, F. A. (2014). The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second-language (ESL). The Asia-Pacific Education Researcher, 23, 333-343.
Yeung, S. S.*, & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology. 83, 550-568.
Yeung, S. S.*, Siegel, L. S., Chan, C. K. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26, 681-704.
*corresponding author