林丹博士
副系主任 (研究) / 副教授
https://www.eduhk.hk/ps/files/thumbnail7/department/ps/staff/Dan_170809.jpg
(852) 2948 8654
D1-2/F-11
lindan@eduhk.hk

Introduction
LIN Dan is a developmental psychologist with research interests mainly in cognitive development. Her research focuses on reading and writing development, language and learning, learning difficulties and interventions.
Highest Degree Obtained
PhD, Developmental Psychology, Department of Psychology, The Chinese University of Hong Kong
Membership of Professional Societies
Member, Society for Scientific Studies of Reading
Member, Association for Reading and Writing in Asia
Teaching in Current Academic Year
Basic Principles of Psychology
Human Development Across The Lifespan
Current External Competitive Grants
Executive functioning in reading comprehension in Chinese with and without dialect speaking (2020-2021). HK$600,441, funded by Hong Kong Research Grant Council, General Research Fund. (PI:Lin D. Co-I: Savage, R.)
Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention (2015-2017). HK$422,100, funded by Hong Kong Research Grant Council General Research Fund. (PI:Lin, D.; Co-Is: Li, H., Lyytinen, H., Richardson, U.)
Speech-print awareness in Chinese word reading development (2013-2016). $828,438, funded by Hong Kong Research Grants Council Early Career Scheme. (PI: Lin D. Collaborators: Siu L.-P., Xiang J.)
Consultancy in Past 3 Years
Editorial board
01/2015 – present
Editorial board,InternationalJournal ofBehavioralDevelopment
04/2016 -- 03/2018
Consulting editor, Educational Psychology
Ad-hoc Reviewer for Journals
Child Development
Developmental Psychology
Scientific Studies of Reading
Journal of Experimental Child Psychology
Applied Psycholinguistics
Early Childhood Research Quarterly
Journal of Research in Reading
Social Development
Educational Psychology
Journal of Learning disabilities
International Journal of Behavioral Development
Reading and Writing
Journal of Child Language
Learning and Individual Differences
Invited Reviewer for Grants
National Science Foundation, U.S.
Research Grants Council, Hong Kong
06/2018 - 06/2021, Specialist, Hong Kong Council for Accreditation of Academic & Vocational Qualifications
Selected Recent Publications
Lin, D., Mo., J., Liu, Y., & Li, H. (2019). Developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Frontiers in Psychology, 10, 2397.
Lin, D., Sun. H., & McBride. C. (2019). Morphological awareness predicts the growth rate of Chinese character reading. Developmental Science, 22, e12793.
Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the masters: Young chess players show advanced visual perspective taking. Frontiers in Psychology, 10, 2407.
Liu, Y., Sun, H.,Lin, D.*, Li, H., Yeung, S.S., & Wong, T. T.-Y. (2018). The Unique Role of Executive Function Skills in Predicting Hong Kong Kindergarteners’ Reading Comprehension.British Journal of Educational Psychology, 88, 628-644.(*corresponding author)
Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese characters.Journal of Psycholinguistic Research. 47,79-93.
Zhang, X.^*&Lin, D.^*(2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children.Early Childhood Research Quarterly, 42, 55-65. (^*corresponding author)
Yeung, S.S., Liu, Y., & Lin, D. (2017). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 1-15.
Zhang, X.* &Lin, D.* (2017). Does Growth Rate in Spatial Ability Matter in Predicting Early Mathematics Competence?Learning and Instruction, 49, 232-241.(*corresponding author)
Liu, Y.,Yeung, S. S.*,Lin, D., & Wong, K. S. W. (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.
Kalindi, S., McBride, C. &Lin, D.(March 2017). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba.Reading Research Quarterly. Published online. doi: 10.1002/rrq.180
Cho, J. –R., McBride, C., &Lin, D.(2017). The relation of maternal literate mediation strategies and socioemotional comments to Korean children’s hangul reading.Applied Psycholinguistics, 38(1), 155-179.
Lin, D.,Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual-spatial skills and Chinese character reading ability in Chinesekindergartners: A cross-lagged analysis.Contemporary Educational Psychology.46, 94-100.
Lin, D.,Liu, Y.Y., Sun, H., Wong, K.S., & Yeung, S.S. (2016). The Pathway to English Word Reading in Chinese ESL Children: The Role of Spelling.Reading and Writing. doi:10.1007/s11145-016-9664-6
Liu, Y.Y.,Lin, D.*, Zhang, X.* (2016). Morphological Awareness Longitudinally Predicts Counting Ability in Chinese Kindergarteners.Learning and Individual Differences,47, 215-221.(*corresponding author)
Tse, C-S., Yap, M.J., Chan, Y-L., Sze, W-P., Shaoul, C., &Lin, D.(2016). The Chinese Lexicon Project: A Megastudy of Lexical Decision Performance for 25,000+ Traditional Chinese Two-Character Compound Words.Behavior Research Methods. doi:10.3758/s13428-016-0810-5
Lin, D.,Shiu, L.- P., & Liu, Y.Y. (2016). Understanding the Mapping Principle of One Syllable One Character as a Predictor of Word Reading Development in Chinese.Child Studies in Asia-Pacific Contexts,6(2), 73-85.
Zhang, X.* &Lin, D.*(2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic.Contemporary educational Psychology, 41, 188-197. (*corresponding author)
Lin, D., McBride-Chang, C., Aram, D., Shu, H., Levin, I., & Cho, J.-R. (2012). Maternal mediation of writing and kindergarteners’ literacy: A comparison between Hong Kong and Beijing.Journal of Educational Psychology, 104,121-137.
Lin, D., Wong, K-K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among Hong Kong Chinese fifth graders.Reading and Writing: An Interdisciplinary Journal, 25,717-737.
McBride-Chang, C.,Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J-R., Shu, H., & Zhang, Y. P. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children's early literacy skills.Reading and Writing: An Interdisciplinary Journal, 25,283-300.
Chiu, M. M., McBride-Chang, C.,Lin. D.(2012). Ecological, Psychological, and Cognitive Components of Reading Difficulties: Testing the Component Model of Reading in Fourth Graders across 38 Countries.Journal of Learning Disabilities, 45,391-405.
Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother-child joint writing in Chinese kindergarteners: Meta-linguistic awareness, maternal mediation, and literacy acquisition.Journal of Research in Reading. 34,426-442.
Lin, D., McBride-Chang, C., Shu, H., Zhang, Y.P., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading.Psychological Science, 21,1117-1122.
Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, Y.M., Chow, Y.Y., & Tolchinsky, L. (2009). Maternal mediation of writing in Chinese children.Language and Cognitive Processes, 24,1286-1311.
Lin, D., Zhang, J., & McBride-Chang, C (2009). Literacy acquisition and impairment in young children. In Leone Colombo, et al. (Eds.),Preschool Children: Physical Activity, Behavioral Assessment and Developmental Challenges(pp. 1-25). New York: Nova Science publishers, Inc.
McBride-Chang, C.,Lin, D., Fong, Y.C., & Shu, H. (2009). Language and literacy development in Chinese children. In M. H., Bond (Ed.),The Handbook of Chinese Psychology(pp. 93-108). New York: Oxford University Press.
Conference Presentations (Selected)
Lin, D., Mo, J., Liu, Y., & Li, H. (February 2018). Six-year developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Paper presented at the 2^ndAnnual Association for Reading and Writing in Asia conference. Tsukuba, Japan.
Lin, D., Liu, Y., & Sun, H (February 2017). Phonological Processing Skills Predicting Word reading and Oral Vocabulary in Chinese. Paper presented at 1^st Annual Association for Reading and Writing in Asia conference. Hong Kong.
Lin, D.,Sun, H., & Zhang, X. (December 2016). Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Paper presented in the16th International Conference on the Processing of East Asian Languages. Guangzhou, China.
Lin, D., Sun, H., & McBride, C. (July 2016). Developmental trajectory of Chinese character reading among Hong Kong Chinese kindergartners. Paper presented in theTwenty-Third Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.
Lin, D.,Pan, J., Liu, J., Chen, G., & Mo, L. (July 2015). The process of learning Chinese in kindergarteners: Evidence of eye movements. Paper presented in theTwenty-Second Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, U.S.



講座教授 / 教授