劉鐸博士
副教授, 系主任
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2020/Dr_Phil_Liu_webphoto.jpg
(852) 2948 8639
(852) 2948 7983
D2-2/F-01A
duoliu@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=135605
專門: 讀寫發展及讀寫困難
哲學博士, 心理學, 香港中文大學
簡介
劉鐸博士的研究興趣主要集中在認知發展與相關困難，尤其集中在兒童語言及語文能力發展與困難、元語言加工及發展模型等方面。他的研究興趣還包括兼顧考慮利用實驗與相關式的研究方法探討相應研究問題。
教學領域
學習困難
融合教育
研究領域
認知發展
語言、語文能力發展及相關困難
發展性閱讀障礙
榮譽/獎項
Faculty’s Top 10% Publication Award, HKIEd, 2014/15
Faculty’s inaugural Quality Publication Award, HKIEd, 2014/15
The President’s Award for Outstanding Performance in Research (Early Career Research Excellence), HKIEd, 2013/14
The Postgraduate Research Output Award, CUHK, 06/2009
專業團體活動
Associate editor, Journal of Learning Disabilities (Q1, A* journal in EdUHK), July 2017 - present
Board member and treasure, The Association for Reading and Writing in Asia (ARWA), August 2016 – present
Editorial Board member, Reading and Writing (Q1, A* journal in EdUHK), January 2017 - present
Editorial Board member, Frontiers in Education (Special education section), May 2016 - present
Voting Member of the Society for the Scientific Study of Reading, July 2014 - present
近期及正進行之研究計劃
Principal Investigator, The dynamic relations among cognitive, ecological, psychological factors and reading comprehension in lower grade primary school Chinese children: A three-year longitudinal investigation of the componential model of reading. Reference no.: 18602520 RGC, 1/1/2021-31/12/2024, HK$ 895,750
Co-investigator, Morphological awareness and reading among Chinese ESL children: A randomized controlled trial. PI: Yeung Siu Sze, reference no.: 18602220 RGC, HK$ 694,488
Co-investigator, Effects of Game-based High-Intensity Interval Training on the Executive Function of Children with ADHD: A Randomized Controlled Trial. PI: SUN Feng-Hua, reference no.: 18603120 RGC, HK$ 609,440
Principal Investigator, Do children learn Chinese with receiving phonetic system training affect the role of auditory temporal processing to reading? – A longitudinal study. Reference no.: 18605019 RGC, 1/1/2020 – 31/12/2022, HK$ 462,938
Principal Investigator, The effective use of Chinese stem-deriving instruction for Chinese children with dyslexia. Quality Education Fund (QEF), reference no.: EDB/QEF/2018/0431, HK$ 347,200
Principal Investigator, Improving children’s Chinese literacy performance by developing an educational computer game for training morphological skills, reference no.: EDB(LE)/P&R/EL/175/I, SCOLAR, 01/08/2018 – 31/07/2020, HK$1,742,890.
Principal Investigator, The effects of training on visual-spatial attention on improving the reading performance of Hong Kong Chinese children with typical or poor reading abilities, reference no.: 04191, Departmental Collaborative Research Fund 2016/2017, HK$200,000
Principal Investigator, Facilitating reading acquisition in Hong Kong Chinese children with an Education game, reference no.: S-KT-2016-2017-0006, EDUHK Knowledge Transfer Funds 2016/2017, HK$150,000
Principal Investigator, Exploring the deficits of Hong Kong Chinese children with dyslexia in different types of visual search, reference no.: R3756, EDUHK Internal Research Grant, 12/09/2016 – 11/09/2017, HK$80,000
Co-Investigator, Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention, application number: 2015-0004, Standing Committee on Language Education and Research (SCOLAR), with Kevin K.-H. Chung as the PI, 08/02/2016 – 07/08/2018
Principal Investigator, Unfolding the role of morphological awareness in word learning of Chinese children, RGC, 01/01/2015 – 31/12/2017
Principal Investigator, The association of visual-spatial attention and word reading and reading difficulties in Hong Kong Chinese children: A three-year longitudinal study, RGC, 01/01/2014 – 31/12/2016
Principal Investigator, The exploration of the mental representation of Chinese abstract compounds: An event related potential (ERP) study, Department Research Seed Fund, 01/10/2013 – 30/06/2014
Principal Investigator, Visual-spatial attention towards Chinese characters: A comparison between Chinese children and adults, HKIED Start-up Research Grant, 01/03/2012 – 28/02/2013
Principal Investigator, Visual-spatial attention: Whether it is related to Hong Kong Chinese children’s word reading performance, HKIEd Internal Research Grant, 01/02/2012 – 31/01/2013
Principal Investigator, The association of visual-spatial attention and word reading and reading difficulties in Hong Kong Chinese children: A three-year longitudinal study, HKIEd Internal Research Grant, 01/08/2012 – 31/07/2013
Principal Investigator, Disentangling the importance of morphological awareness on Chinese words learning: task preparation, Department Research Seed Fund, 01/05/2012 – 30/09/2012
Co-Investigator, The sound of silence: Phonological coding used by deaf signers in Chinese and sign language processing, National Natural Science Foundation of China (NSFC), 01/01/2013 – 01/01/2015
期刊論文
Wang, L., Wang, J., Liu, D., & Lin, D. (2021). The role of metalinguistic awareness and character properties and early Chinese reading.Journal of Experimental Child Psychology, 210.https://doi.org/10.1016/j.jecp.2021.105185
Wang, L., & Liu, D. (2021). Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents' difficulties with literacy activities. Early Childhood Research Quarterly, 56,190-200.https://doi.org/10.1016/j.ecresq.2021.04.002
Li, C., Wong, N. K., Liu, D., & Kee, Y. H. (2020). Effects of Brief Mindfulness Meditation on Pre-service Teachers’ Attitudes towards Including Students with Autism: The Role of Basic Psychological Need Satisfaction. International Journal of Disability, Development and Education, 0(0), 1–14. https://doi.org/10.1080/1034912X.2020.1830950
Xu, Z., & Liu, D. (2020). A comparison of embodied methods to improve Chinese children’s reading comprehension: Observed and participant performed manipulations. Journal of Research in Reading, 43(4), 556–576. https://doi.org/10.1111/1467-9817.12329
Liu, C., Chung, K. K. H., Wang, L.-C., & Liu, D. (online). The relationship between paired associate learning and Chinese word reading in kindergarten children. Journal of Research in Reading, n/a(n/a). https://doi.org/10.1111/1467-9817.12333
Wang, L.-C., Liu, D., Chung, K. K. H., & Chu, S.-Y. (May, 2020). The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences, 80.
Wong, T.-Y., & Liu, D. (Apr, 2020). The association between visual attention and arithmetic competence: The mediating role of enumeration. Journal of Experimental Child Psychology, published online.
Wang L.*, & Liu, D. (Feb, 2020). The role of morphological awareness in reading Chinese characters: the moderating effect of morpheme family size. Scientific Studies of Reading, 24, 170-178.
Liu, Y., & Liu, D. (Jan, 2020). Compounding morphological awareness and orthographic awareness links Chinese writing to reading comprehension. Reading &Writing. Published online. https://doi.org/10.1007/s11145-019-10009-0
Xu, Z.*,Liu, D., & Joshi, R. M. (in press).Theinfluence ofsensory-motorcomponents ofhandwriting on Chinesecharacterlearning insecond- andfourth-grade Chinesechildren.Journal of Educational Psychology.
Liu, D.,& Chen, X. (in press). Visual search and reading comprehension in Chinese children: The mediations of word detection and Chinese character reading.Reading and Writing
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. doi: 10.1111/1467-9817.12277
Liu, S., & Liu, D. (in press). Visual-spatial attention and reading achievement in Chinese children: Evidence from a two-year longitudinal study. Scientific Studies of Reading, doi: 10.1080/10888438.2019.1648475
Wang L., & Liu, D. (Feb, 2020). The role of morphological awareness in reading Chinese characters: the moderating effect of morpheme family size. Scientific Studies of Reading, 24, 170-178. https://doi.org/10.1080/10888438.2019.1644338
Liu, S., Wang, L. C., & Liu, D. (in press). Auditory, visual, and cross-modal temporal processing skills among Chinese children with developmental dyslexia. Journal of Learning Disabilities. doi: 10.1177/3766
Xu, Z., &Liu, D.(in press). The processing of semantic relation information among Hong Kong Chinese children with good and poor morphological awareness.Reading and Writing. Doi: doi.org/10.1007/s11145-018-9869-y
Wang, L.-C.,Liu, D., Chen, J. K., & Wu, Y. C. (in press). Processing speed of dyslexia: The relationship between temporal processing and rapid naming in Chinese.Reading and Writing. doi: 10.1007/s11145-018-9857-2
Liu, S.,Liu, D.*, Pan, Z., & Xu, Z. (2018). The association between reading abilities and visual-spatial attention in Hong Kong Chinese children.Dyslexia,24(3), 263-275.DOI: 10.1002/dys.1584
Liu, Y., &Liu, D.*(2018). Noncompound and Compound Chinese Character Reading: Are They the Same for Second-Grade Hong Kong Chinese children?Learning and Individual Difference, 62, 62-68.doi.org/10.1016/j.lindif.2018.01.009
Liu, D. (2017). The Influence of Morphological Structure Information on the Memorization of Chinese Compound Words. Reading and Writing, 30 (8), 1813-1834. doi: 10.1007/s11145-017-9754-0
Liu, D., Li, H., & Wong, R. (2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of phonological awareness, vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading. 21 (3), 210-224. doi: 10.1080/10888438.2017.1278764
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. Published online. http://dx.doi.org/10.1016/j.cedpsych.2017.02.002
Liu, D., & Zhu, X. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness, and RAN with Hong Kong Chinese children’s literacy performance at word level. Writing Systems Research, 8 (2), 218-233.
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29, 1435-1447. doi 10.1007/s11145-016-9644-x
Liu, D., Chung, K. K.-H., & McBride-Chang, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergartners. Journal of Research in Reading, 39, 268-291. doi:10.1111/1467-9817.12046
Liu, D. (2016). The involvement of morphological information in the memorization of Chinese compound words: Evidence from memory errors. Journal of Psycholinguistic Research, 45, 157-176. doi 10.1007/s10936-014-9336-0
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, 4, 307-324. doi:10.1080/10888438.2015.1030749
Liu, D. & McBride-Chang, C. (2014). Morphological structure processing during word recognition and its relationship with character reading among third-grade Chinese children. Journal of Psycholinguistic Research, 43, 715-735. doi 10.1007/s10936-013-9275-1
Liu, D., Chung, K. K.-H., Zhang, Y., & Lu, Z. (2014). Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading. Reading and Writing, 27, 431-450. doi 10.1007/s11145-013-9451-6
Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H., & Wong, A. M.-Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755-775. doi:10.1017/S001X
McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45, 503-514. doi: 10.1177/0748
McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J.-R., Shu, H., & Zhang, Y. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children’s early literacy skills. Reading and Writing. doi: 10.1007/s11145-010-9270-y
Liu, P. D., Chung, K. K.-H., McBride-Chang, C., & Tong, X. (2010). Holistic vs. analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107, 466-478. doi: 10.1016/j.jecp.2010.06.006
Liu, P. D. & McBride-Chang, C. (2010). Morphological processing of Chinese compounds from a grammatical view. Applied Psycholinguistics, 31, 605-617. doi: 10.1017/S0159
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. doi: 10.1016/j.brainres.2010.06.069
Liu, P. D., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Stokes, S., Fletcher, P., & Shu, H. (2010). Early oral language markers of poor reading performance in Hong Kong Chinese children. Journal of Learning Disabilities, 43, 383-386. doi:http://dx.doi.org/10.1177/9084
Liu, P. D. & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62-73. doi:10.1037/a0016933
其他受邀出版
Liu, D., & Xu, Z. (in press). Typewriting on electronic devices and Chinese children’s literacy development. In K. Sheehy and A. Holliman (Eds.),Education and New Technologies: Perils and Promises for Learners.London/New York: Routledge.
Kalindi, S. C., Chung, K. K. H.*,Liu, D., Wang, L.-C. (in press). 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. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Liu, D. (2016). 阅读时，孩子在看什么？——视觉注意与汉语儿童的语文能力发展 (What children see during reading: Visual attention and Chinese children’s literacy development). In W. Li & H. Shu (Eds), The World of Children’s reading I: Studies of Psycholinguistics in Early Reading. Beijing: Beijing Normal University Press.
Liu, D. (2014). Visual-spatial attention and its relationship with reading. In K. K.-H. Chung, K. C.-P. Yuen, & D. M. McInerney (Eds), Understanding Developmental Disorders of Auditory Processing, Language and Literacy across Languages: International Perspectives. Greenwich CT: Information Age Press.
McBride-Chang, C. & Liu, P. D. (Aug 2011). Chinese reading development and reading disability: Fundamentals and how they might differ across orthographies. In P. McCardle, J. Ren,& O. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link. Maryland: Paul H. Books Publishing.
Liu, P. D., Zhou, Y., & McBride-Chang, C. (in press). Morphological awareness: Why and how to link it to Chinese literacy teaching and learning. In Teaching and Learning of Chinese: Multiple Perspectives. Information Age Publisher, Inc.
McBride-Chang, C. & Liu, P. D. (2010). Chinese reading development and reading disability: Fundamentals and how they might differ across orthographies. In P. McCardle, J. Ren,& O. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link. Maryland: Paul H. Books Publishing.
Tong, X., Liu, P. D., & McBride-Chang, C. (2009). Metalinguistic and subcharacter skills in Chinese literacy acquisition. In V. Connelly & C. Wood (Eds.), Contemporary perspectives on reading and spelling. London: Routledge Press.
McBride-Chang, C., & Liu, P. D. (2008). An overview of reading acquisition. In the Encyclopedia of Language and Literacy Development. Canadian Language and Literacy Research Network.
學術會議論文
Xu, Z. & Liu, D. (Mar, 2021). Body-object interaction effect in word recognition and its relationship with screen-time in Chinese children. Paper presented at the fifth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Taiwan Normal University.
Liu, D., Liu, S., & Xu, Z. (Mar, 2021). The effects of stimulus-driven and goal-directed attentional control on word reading skills among first-grade Chinese children. Paper presented at the fifth Annual Meeting of The Association fo Reading and Writing in Asia, online, hosted by Taiwan Normal University.
Liu, D., Xu, Z.*, Wang, L.*, Wang, L. C., & Joshi, R. M. (Sep, 2020).The association of psychological and ecological factors with word reading in first grade Chinese children.Paper presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Chinese Academy of Science and Chinese University of Hong Kong.
Wang, L.*,Liu, D., & Lin, D. (Sep, 2020).The dynamic relations between phonological awareness, morphological awareness and character reading in Chinese early readers: A three-year longitudinal study.Paper presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Chinese Academy of Science and Chinese University of Hong Kong.
Xu, Z.*, Wang, L. C., & Liu, D. (Sep, 2020).The unique impact of temporal processing on reading in dyslexia with a deficit in rapid automatic naming.Poster presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Chinese Academy of Science and Chinese University of Hong Kong.
Wang, L. C., Xu, Z.*, &Liu, D.(Sep, 2020).The moderation effect of rapid temporal processing on the relationship between working memory and Chinese character reading.Poster presented at the fourth Annual Meeting of The Association for Reading and Writing in Asia, online, hosted by Chinese Academy of Science and Chinese University of Hong Kong
Tso, R. V. Y., Chan, R. T. C., Hsiao, J. H. W., Kwok, C. W., Lin, D., &Liu, D.(Jul, 2019).The associations between visual spatial attention, holistic processing and reading abilities in Chinese adolescents with and without dyslexia.Poster presented at the 26th Annual Meeting of Society for the Scientific Study of Reading, Toronto, Canada.
Liu, D., & Liu, S. (Feb, 2019). Visual-spatial Attention and Reading Achievement in Chinese Children: Evidence from a Two-year Longitudinal Study. Paper presented at the 3rd Annual Meeting of the Association for Reading and Writing in Asia, Goa, India
Liu, D., & Xu, Z. (Dec, 2018). How to Understand the Relationships between Handwriting and Chinese Character Learning. Invited presentation at the 2018 EdUHK-BNU-NTNU Tripartite Conference: Learning Difficulties in Chinese Reading and Writing, Hong Kong, China.
Liu, D., & Chen, X. ( Jul, 2018).Visual Search and Reading Comprehension in Chinese Children: Word Detection Skill as a Mediator. Poster presented at the 25th Annual Meeting of Society for the Scientific Study of Reading, Brighton, UK.
Liu, D., Chen, X., Chung, K. K. H., & Wong, A. C. N. (Jul., 2017). The effect of visual search among similar stimuli on Chinese children’s character reading and reading comprehension: A two-year longitudinal study. Paper presented at the 24th Annual Meeting of Society for the Scientific Study of Reading, Halifax, Canada.
Xu, Z., & Liu, D. (25, Feb, 2017). Semantic relation processing in Chinese compounds of children with good and poor morphological awareness. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
Liu, D., & Xu, Z. (25, Feb, 2017). Perceptual simulation in language comprehension of Chinese children with poor reading abilities. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
Liu, D., & Zhu, X. (27 July, 2016). Visual search of different types of stimuli is differently influenced by visual complexity and visual similarity in both Chinese children and adults. Poster presented at the 31st International Congress of Psychology 2016 (ICP2016), Yokohama, Japan.
Liu, D., & Li, H. (15 July, 2016). Understanding the role of morphological awareness in reading Chinese characters by exploring the mediation of phonological awareness, vocabulary, and orthographic knowledge and the moderation of morpheme family size. Poster presented at the 23rd Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.
Liu, D. (19 February, 2016). The processing of morphological structure information during Chinese compound word memorization. Poster presented at the 2016 East Asia Joint Symposium on Reading and Spelling (EASRS), Seoul, Korea.
Liu, D., & Chen, X. (16 July, 2015). Visual-spatial attention uniquely predicts speeded reading and character writing in Chinese third graders. Poster presented at the 22nd Annual Meeting of Society for the Scientific Study of Reading, Big Island, USA
Lo, C. M., Chung, K. K. H., Liu, D., Wong, S. W. H., McBride, C., & Molfese, D. L. (October, 2014). Morphological structure processing in Chinese dyslexic adolescents: an ERP study. Paper presented at the 15th International Conference on the Processing of East Asian Languages (ICPEAL), Seoul.
Liu, D., Chen, X., Chung, K. K. H., & Wang, Y. (18, July, 2014). Visual-spatial attention: Its relationships with literacy performance in Hong Kong Chinese children. Paper presented at the 21st Annual Meeting of Society for the Scientific Study of Reading, Santa Fe, USA.
Liu, D. (13, July, 2013). Understanding Chinese children’s morphological awareness and its importance for word reading from error analysis. Poster presented at the 20th Annual Meeting of Society for the Scientific Study of Reading, Hong Kong.
Liu, D., & Han, Y. (2012, July).The better Chinese children identify the reversed nonword the better they can read: Morphological structure sensitivity?. Paper presented at the 19th Annual Meeting of Society for the Scientific Study of Reading, Montreal.
Liu, D., & McBride-Chang, C. (01, Apr., 2011). Morphological processing during compound word recognition for Chinese children. Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada.
Tong, X., Liu, D., Chung, K. K. H., & McBride-Chang, C. (01, Apr., 2011). Chinese word and character processing in Chinese-speaking children: Holistic or analytic? Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada.
Liu, P. D., McBride-Chang, C., & Zhang, J. (08, Jul., 2010). Morphological sensitivity and its associations with vocabulary acquisition in Chinese children. Poster presented at the Seventeenth Annual Meeting Society for the Scientific Study of Reading (SSSR), Berlin, Germany.
Liu, P. D., & McBride-Chang, C. (02, Jul., 2010). How to understand morphological awareness: The relationship between morphological sensitivity and morphological awareness for third grade Chinese children. Paper presented at the Research in Reading Chinese and Related Asian Languages Conference, Toronto, Canada.
Liu, D. (07, Nov., 2009). The role of morphological processing on Chinese third grade children’s word reading. Paper presented at the 12th Chinese Congress of Psychology, Shandong, China.
Liu, D. & McBride-Chang, C. (10, Oct., 2009). Chinese children’s processing of morphological structure information during lexical access. Poster presented at the 13th ICPEAL, Beijing, China.
Liu, P. D., McBride-Chang, C., & Zhou, Y. (4, Apr., 2009). Chinese children’s morphological awareness for reading and vocabulary knowledge. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA.
McBride-Chang, C., Zhou, Y., & Liu, P. D. (4, Apr., 2009). Letter knowledge and phonological processing in English word reading and vocabulary knowledge among young Chinese EFL children. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA.
Liu, P. D. & McBride-Chang, C. (15, Jul., 2008). Metalinguistic awareness and vocabulary knowledge in Chinese (L1) and English (L2). Poster presented at the 20th biennial meeting of the International Society for the Study of Behavioral Development (ISSBD), Wurzburg, Germany.
McBride-Chang, C., Wong, A., & Liu, P. D. (29, Jul., 2008). Early language markers of reading difficulty in Hong Kong Chinese children. Paper presented at the 6th International Conference of Cognitive Science, Seoul, Korea.
Liu, D. & McBride-Chang, C. (13, Jun., 2008). Morphological processing of Chinese compounds in Chinese elementary school children. Paper presented at the 6th Chinese Psychologist Conference, Hong Kong, China.
Liu, D. & McBride-Chang, C. (29, Dec., 2007). The Role of Tone Processing, Orthographic Awareness and Morphological Awareness on Hong Kong Chinese Children’s Word Recognition. Poster presented at the 12th International Conference on the Processing of East Asia Related Languages (PEARL), Tainan, Taiwan.
Liu, D. & McBride-Chang, C. (09, Nov., 2007). The effect of Chinese phonological awareness on ages 5 to 6 Hong Kong Chinese children’s reading development. Paper presented at the 11th Chinese Congress of Psychology, Kaifeng, China.
社區及專業服務
Consultancy in past 3 years:
Ad Hoc Reviewer:
Journal of Child Psychology and Psychiatry
Cognitive, Affective, and Behavioral NeuroscienceChild Development
Journal of Educational Psychology
Developmental Psychology
Journal of Experimental Child Psychology
Reading Research Quarterly
Bilingualism: Language and Cognition
Journal of Learning Disabilities
Child Language
Scientific Studies of Reading
Applied Psycholinguistics
Language Learning
Reading & Writing: An Interdisciplinary Journal
Visual Cognition
Journal of Research in Reading
Child Language Teaching and Therapy
Language, Culture and Curriculum
Written Language and Literacy
Invited reviewer for grants:
National Science Foundation, U.S.
Research Grants Council, Hong Kong


副系主任