蕭曉雲博士
講師I
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2020/Dr_Xiao_webphoto.jpg
(852) 2948 7954
(852) 2948 7792
D2-2/F-27
xyxiao@eduhk.hk
專門: 特殊學習困難，發展性讀寫障礙
PhD(Developmental Psychology),The University of Hong Kong.
MS,Sun Yat-Sen University, China
BS,South China Normal University, China
簡介
Dr. Xiao completed her Ph.D. in developmental psychology in the Department of Psychology of the University of Hong Kong, and received her postdoctoral training in the Department of Special Education and Counselling and the Faculty of Education of the University of Hong Kong. Her research interests focus on dyslexia, special education, and literacy development. She contributed to the development of The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (Second Edition) in the READ & WRITE project which aimed to provide comprehensive educational support to children with reading and writing difficulties in local schools. She also contributed to the Progress in International Reading Literacy Study which is an international assessment of reading achievement of primary Grade 4 students worldwide conducted every five years from 2001.
教學範疇
Inclusive education
Supporting children with Special Educational Needs (SEN)
研究領域
Developmental dyslexia
Special education
Language and literacy development
期刊論文及書籍章次
Chung, K. K.-H., Lo, J. L.-C., Ho, C. S.-H., Xiao, X. Y., & Chan, D. W. (2014). The influence of morphological, syntactic, and discourse skills on reading in Chinese-speaking adolescents. Annals of Dyslexia. doi: 10.1007/s11881-014-0095-2
Tse, S. K., & Xiao, X. Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2(1), 1-24.
Tse, S. K., Xiao, X. Y. (correspondent author), Ko, H. W., Lam, J. W. I., Hui, S. Y., & Ng, H. W. (2014). Do reading practices make a difference? The analysis of PIRLS data for Hong Kong and Taiwan fourth-grade students. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2014.927732
Tse, S. K., Xiao, X. Y., & Lam, J. W. I. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language & Literacy, 16(2), 241-272.
Xiao, X. Y., & Ho, C. S.-H. (2013). Weaknesses in semantic, syntactic, and oral expression contribute to reading difficulties in Chinese dyslexic children. Dyslexia, 20, 74-98.
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. R. Marshall (Ed.), Current Issues in Developmental Disorders. In the series "Current Issues in Developmental Psychology". London, UK: Psychology Press.
Xiao, X. Y., Feng, C., & Gao, D. (2009). The effects of grapheme-to-phoneme and body-rime on the phonological processing of English words or pseudo-words for Chinese speakers (in Chinese). Journal of Psychological Science, 32(3), 531-534.
Wu, M., Gao, D.-G., Xiao, X. Y., & Zhang, R. (2006). A study of learning reading and writing Chinese characters by CSL learners from Korea, Japan and Western countries (in Chinese). Language Teaching and Linguistic Studies, 6, 64-71.
Gao, D., & Xiao, X. Y. (2005). How Chinese speakers’ English reading abilities influence their phonological skills in English (in Chinese). Journal of Psychological Science, 28(3), 619-621.
學術會議論文
Xiao, X. Y. (2014). Modeling the relationships between language skills and sentence comprehension among Chinese junior elementary graders. Paper accepted for poster presentation at the 14^th Conference of the International Society for the Empirical Study of Literature and Media (IGEL), Turin, Italy, July 21-25, 2014.
Xiao, X. Y., & Tse, S. K. (2014). Explaining the remarkable improvement in the reading achievement of Hong Kong Grade 4 students in the Progress in International Reading Literacy Studies between 2001 and 2011. Paper accepted for oral presentation at the Society for the Scientific Study of Reading Annual Conference, New Mexico, USA, July 16-20, 2014.
Xiao, X. Y., & Tse, S. K. (2013). Do reading practices make a difference? The analysis of PIRLS data for Hong Kong and Taiwan fourth-grade students. Paper accepted for oral presentation at the Society for the Scientific Study of Reading Annual Conference, Hong Kong, July 10-13, 2013.
Xiao, X. Y., & Tse, S. K. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from Progress in International Reading Literacy Study (PIRLS). Paper accepted for poster presentation at the 9th Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE), Paris, France, June 11-13, 2013.
Xiao, X. Y., & Ho, C. S.-H. (2009). Syntactic development in Chinese normally-achieving children. Paper accepted for poster presentation at the Research Postgraduate Conference. Hong Kong, April 25, 2009.
Xiao, X. Y., & Ho, C. S.-H. (2009). Syntactic, semantic skills and oral language abilities in Chinese sentence comprehension. Paper accepted for oral presentation at the Joint CityU-HKPS Conference. Hong Kong, June 27, 2009.
Xiao, X. Y., & Ho, C. S.-H. (2008). Syntactic and reading-related cognitive skills in Chinese children. Paper accepted for poster presentation at the XXIX International Congress of Psychology. Berlin, Germany, July 20-25, 2008.
Xiao, X. Y., & Ho, C. S.-H. (2007). Development of syntactic awareness in Chinese children. Paper accepted for poster presentation at the Society for the Scientific Study of Reading Annual Conference, Prague, CZ, July 12-14, 2007.