王立志博士
客座副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._WANG_Li-Chih,_Angus.jpg
(852) 2948 7794
wanglca@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=160923
專門: 發展性讀寫障礙,多動症
Ph.D., National University of Tainan, Taiwan
M.Phil., National University of Tainan Taiwan, R.O.C.
B.Ed., National University of Tainan, Taiwan, R.O.C.
簡介
Dr. Wang, Li-Chih is currently an Assistant Professor in the Department of Special Education at National Tsing Hua University. He is also an Adjunct Associate Professor in the Department of Special Education and Counselling at The Education University Hong Kong. He has practical experience teaching students with special needs at the preschool, elementary, and secondary levels in public and private settings. Before joining NTHU, he served as an Associate Professor at The Education University of Hong Kong and a visiting Ph.D. student at the University of Texas, Austin. His primary area of professional activity is the deficient cognitive-linguistic abilities of Chinese dyslexia, mainly on temporal processing. His research is also extended to examine the enhancement of their reading by improving their cognitive-linguistic abilities and the adjustments in teaching and measurements for them. Dr. Wang's other research interests also cover the mental health and the school life of Chinese students with dyslexia, such as anxiety, and how these conditions influence their reading.
教學領域
特殊學習障礙
讀寫障礙
中文學生的閱讀及學習的特殊教育需要
研究領域
中文讀寫障礙學生的認知及閱讀能力
中文讀寫障礙學生的異質性
中文讀寫障礙及多動症學生的合併症
專業資格
專科以上學校　講師證書.
國民小學特殊教育　教師證
國民小學普通教育　教師證
中華人民共和國高級諮商心理師　證書
學術活動
Member of Editor Board of IAFOR Journal of Language Learning
Board Member of Taiwan Academy for Learning Disabilities
Selected Member of International Academy for Research in Learning Disabilities
Member of Conference Organizing Committee of 2017 Association for Reading and Writing in Asia
Member of Association for Reading and Writing in Asia
Member of Society for the Scientific Study of Reading
Member of Special Education Association of the Republic of China
獲獎/通過計畫
Faculty ‘Quality Journal Article’ Award in 2016/17
Faculty’s Top 10% Publication Awards 2015/16
台灣學障學會第八屆年會暨學術研討會最佳新人論文獎
國科會「獎勵人文與社會科學領域博士候選人撰寫博士論文」
國科會補助博士生赴國外研究
近期及正進行之研究計劃
Do children learn Chinese with receiving phonetic system training affect the role of auditory temporal processing to reading? – A longitudinal study [UGC General Research Fund (GRF), 2019-2022, L. C. Wang (PI) with K. K. H. Chung, D. Liu and S. Y. Chiu].
The effective use of Chinese stem-deriving instruction for Chinese children with dyslexia [Quality Education Fund (QEF), 2019-2021, L. C. Wang (PI) with K. K. H. Chung and D. Liu].
Examine the relationships between reading prosody and reading comprehension in Chinese primary school children: A cross-sectional design [UGC/EdUHK Internal Research Grant (IRG), 2018-2019, L. C. Wang (PI) with K. K. H. Chung, D. Liu and L. Y. L. Kwan-Chen]
Expressive prosody of Chinese children with dyslexia [Departmental Research Seed Fund, 2018-2019, L. C. Wang (PI) with D. Liu and L. Y. L. Kwan-Chen]
How phonetic system training change the way we read Chinese? An ERP study [Internal Research Fund from Centre for Educational and Developmental Sciences, 2018-2019, L. C. Wang (PI) with K. K. H. Chung, D. Liu, Y. N. Yum, S. Y., Chiu]
Principal Investigator, Distinct effects of visual and auditory temporal processing training to reading-related abilities and reading of Chinese children with dyslexia, with D. Liu, Departmental Research Seed Fund, 2016-2017
Principal Investigator, Do children learning Chinese with phonetic system affect the role of auditory temporal processing to reading? – Pilot study, UGC/EdUHK Internal Research Grant, 2016-2017
Co-Investigator, Working memory training in young children with ADHD and/or RD: a randomized placebo-controlled trial, with K. Y. Poon as the PI, UGC/HKIEd Internal Research Grant (IRG), 2016-2017
Principal Investigator, Using Big6 model via multimedia learning approach on improving reading comprehension of primary school children with dyslexia, Quality Education Fund, 2015-2016
Principal Investigator, Comorbidities in Taiwanese children with attention deficit/hyperactivity disorder and reading disabilities, with K. K. H. Chung, UGC/HKIEd Internal Research Grant, 2014-2015
Principal Investigator, Effects of phonological awareness training on character reading in dyslexic children in Chinese, UGC/HKIEd Start-Up Research Grant, 2014-2015

期刊論文
Liu, S., Wang, L. C., & Liu, D*. (2019). Deficits of visual search in Chinese children with dyslexia. Journal of Research in Reading, 42(2), 454-468.
Liu, S., Wang, L. C.,* & Liu, D. (2019). Auditory, visual, and cross-modal temporal processing skills among Chinese children with developmental dyslexia. Journal of Learning Disabilities, 52(6), 431-441.doi: 10.1177/3766
Wang, L. C. *, & Yang, H. M. (in press). The roles of various attention on temporal processing deficits in Chinese children with and without dyslexia. Learning Disability Quarterly. doi: 10.1177/6300
Wang, L. C.*, & Liu, D., & Xu, Z. (2019). Distinct effects of visual and auditory temporal processing training to reading-related abilities and reading of Chinese children with dyslexia. Annals of Dyslexia, published online. doi:10.1007/s11881-019-00176-8
Wang, L. C.*, Liu, D., Chen, J. K., & Wu, Y. C. (2018). Processing speed of dyslexia: the relationship between temporal processing and rapid naming. Reading and Writing, 31(7), 1645-1668. doi:10.1007/s11145-018-9857-2
Wang, L. C.*, & Chung, K. K. H. (2018). Comorbidities in Taiwanese Children with attention deficit/hyperactivity disorder and reading disabilities. Dyslexia, 24(3), 276-293. doi: 10.1002/dys.1579
Wang, L. C.*, & Yang, H. M. (2018). Temporal processing development in Chinese primary school-aged children with dyslexia. Journal of Learning Disabilities, 51(3), 302–312. doi:10.1177/0798
Wang, L. C.* (2017). Effects of phonological training on reading-related abilities and character reading of Hong Kong children with dyslexia. Frontiers in Psychology, 8, 1904. doi: 10.3389/fpsyg.2017.01904
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. Contemporary Educational Psychology, 49, 203-214.
Wang, L. C.*, & Yang, H. M. (2015). Diverse inhibition and working memory of word recognition for dyslexic and typically developing children. Dyslexia, 21(2), 162-176.
Wang, L. C., & Yang, H. M. (2014). Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading.Research in Developmental Disabilities, 35(11), 2702-2713.
王立志*、楊憲明（2015）。漢語發展性閱讀障礙學生之亞型分類研究。特殊教育研究學刊，40（1），55-83。
王立志*、楊憲明（2014）。學習障礙學生之認知抑制能力探究。特殊教育季刊，132，9-15。
Wang, L. C., Tsai, H. J. & Yang, H. M.(2013). The effect of different stimulus attributes on the attentional performance of children with attention deficit/hyperactivity disorder and dyslexia.Research in Developmental Disabilities, 34(11), 3936–3945.
Wang, L. C., Yang, H. M., Tsai, H. J., & Chan, S. Y.* (2013). Learner-generated drawing for phonological and orthographic dyslexic readers.Research in Developmental Disabilities, 34(1), 228-233. (SSCI; Impact Factor: 3.201; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29)
王立志（2012）。注意力缺陷過動症資優兒童的處遇。資優教育季刊，119，35-42。（國科會教育學門二級期刊）
Wang, L. C., Tsai, H. J., & Yang, H. M.* (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia.Research in Developmental Disabilities, 33(5), 1453-1461. (SSCI; Impact Factor: 3.201; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29)
Lin, C. Y.*,Wang, L. C., Lin, H. H., Jen, Y. H., Chen, T. H., & Chang, L. W. (2012). Application of virtual interface of interactive teaching materials for children with developmental disabilities.Advances in Intelligent and Soft Computing, 138/2012,199-206. (EI)
王立志*、張藝闡、何美慧（2011）。從注意力的成分探討學習障礙學生與注意力缺陷過動症學生在鑑定與教學上的迷思。2011年中華民國特殊教育學會年刊，336-360。
Lin, C. Y., Jen, Y. H.,Wang, L. C., Lin, H. H., & Chang, L. W. (2011). Assessment of the application of Wii remote for the design of interactive teaching materials.Communications in Computer and Information Science, 235,483-490.
Lin, C. Y., Lin, H. H., Jen, Y. H.,Wang, L. C., & Chang, L. W. (2011). Interactive technology application program of experience learning for children with developmental disabilities.Advanced Materials Research, 267,259-264. (EI)
Wang, L. C.*, & Yang, H. M. (2011). The comparison of the visuo-spatial abilities of dyslexic and normal students in Taiwan and Hong Kong.Research in Developmental Disabilities, 32(3), 1052-1057. (SSCI; Impact Factor: 4.410; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29 )
Lin, C. Y., Hung, P. H.,Wang, L. C., & Lin, C. C. (2010). Reducing cognitive load through virtual environments among hearing-impaired students.Proceedings of PACCS 2010 ,183-186. PACCS 2010: Beijing. (EI)
王立志（2010）。注意力缺陷過動症學生的聽覺注意力問題。特殊教育季刊，114，16-21頁。（國科會教育學門三級期刊）
王立志、楊憲明（2008）。提高信噪比對注意力缺陷過動症學生遵守指令、持續性注意力以及短期記憶的影響。特殊教育與復健學報，19，51-89。（國科會教育學門三級期刊）

研討會論文
Wang, L. C. & Wu, Y. C. (2017, Feb). Processing speed of dyslexia: the relationship between deficient temporal processing and rapid naming. Poster presented at 2017 Annual Conference of Association for Reading and Writing in Asia. Hong Kong, Hong Kong.
Wang, L. C. (2016, Nov). Anxiety and depression in Chinese children with and without reading disabilities of different genders. Poster presented at Asia-Pacific Educational Research Association – Taiwan Education Research Association 2016. Kaohsiung, Taiwan.
Wang, L. C., Chung, K. K. H., & Chen, Z.Y. (2016, Feb). Comorbidities in Taiwanese Children with Attention Deficit/Hyperactivity Disorder and Reading Disabilities. Poster presented at 2016 Asia Joint Symposium on Reading and Spelling. Seoul, Korea.
Wang, L. C. (2015, Nov). Effects of phonological awareness training on word reading of dyslexic children learning Chinese without a phonetic supporting system. Oral presented at the 2015 Special Education Association of the Republic of China 47th Annual Meeting and Conference. Taipei, Taiwan. [in Chinese]
Chan, S. Y., Wang, L. C., Cho, H.-Y. Yang, H.-M. (2015, March). The effects of Zuying Fuhao attached to Chinese character to reading fluency of children with reading difficulties. Poster presented at the 10th Annual Conference of Taiwan Academy of Learning Disabilities. Kaohsiung, Taiwan. [in Chinese]
Wang, L. C., & Yang, H. M. (2014, November). The developments of visual and auditory temporal processing of Chinese children with dyslexia – Cross-sectional design. Paper presented at The 2014 Special Education Association of the Republic of China 46th Annual Meeting and Conference. Taipei, Taiwan.
Wang, L. C., & Yang, H. M. (2014, June).The effects of perceptual training method to lexical tone identification of normal and poor reading young children. Poster presented at Conference of Enhancing Low-Achieving Students’ Learning, Taipei, Taiwan.
Wang, L. C., & Yang, H. M (2014, March).Development and difference of lexical tone detections between Chinese children with and without developmental dyslexia – A cross sectional study. Poster presented at the 10th Annual Conference of Taiwan Academy of Learning Disabilities, Kaohsiung, Taiwan.
王立志（2012，3月）。漢語發展性閱讀障礙分類的相關議題探究。海報發表於臺灣學習障礙學會年會，高雄市。【2012年臺灣學障學會第八屆最佳新人論文獎】
王立志、楊憲明（2010，11月）。比較以不同文本呈現模式對於學習障礙學生閱讀理解的影響。論文發表於2010年特殊教育與輔助科技研討會，臺南市。
Wang, L. C., & Chang, Y. C. (2010, December).The effect of changing presenting style of dynamic display in Chinese for learning disability students.Paper presented at the Asian Conference on Education 2010, Osaka, Japan.
Wang, L. C.(2010, September).The Study of the effects on reading comprehension of elementary 4^thgraders by comparing different models of textual presentation.Paper presented at 2010 London International Conference on Education, London.



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