Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2020).
Longitudinal Relationships between Syntactic Skills and Chinese Written Composition in Grades 3 to 6. Journal of Research in Reading, 43, 201-228.
https://doi.org/10.1111/1467-9817.12298
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2020).
Writing Motivation and Performance in Chinese children. Reading and Writing: An Interdisciplinary Journal, 33, 427-449.
https://doi.org/10.1007/s11145-019-09969-0
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2017).
A “Simple View of Writing” in Chinese. Reading Research Quarterly, 52, 333-355.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2017).
The Role of Transcription Skills and Oral Language Skills in Chinese Writing Among Children in Upper Elementary Grades. Applied Psycholinguistics, 38, 211-231.
Lo, L. Y., Ho, C. S. H., Wong, Y. K., Chan, D. W., Chung, K. K. H. (2016).
Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children. Journal of Psycholinguistic Research, 45, 1287-1300.
Siu, C. T. S., Ho, C. S. H., Chan, D. W., & Chung, K. K. H. (2016).
Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children. Learning and Individual Differences, 47, 61-69.
Yeung, P. S., Ho, C. S. H., Chan, D. W., & Chung, K. K. H. (2016).
A componential model of reading in Chinese. Learning and Individual Differences, 45, 11-24.
Yeung, P. S., Ho, C. S. H, Chan, D. W., Chung, K. H. H. (2016).
Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals. Reading and Writing, 29, 1935-1958.
Ching, B. H.-H., Ho, C. S.-H., Chan, D. W., Chung, K. K. H., & Lo, L.-Y. (2014).
Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers’ behavior checklist in Hong Kong. Applied Psycholinguistics, 35, 1235-1257.
Chung, K. K. H., Lo, J. C. M., Ho, C. S-H., Xiao, X., & Chan, D. W. (2014).
Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study. Annals of Dyslexia, 64, 222-247.
Ho, C. S.-H., Wong, Y. K., Lo, C. M., Chan, D. W., Chung, K. K. H., & Lo, S. C. (2014).
Helping children with reading disability in Chinese: The response to intervention approach with effective evidence-based curriculum, In X. Chen, Q. Wang, Y. C. Luo (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp.103-124). New York London: Springer.
Yeung, P. S., Ho, C. S.-H., Chan, D. W., & Chung, K. K. H. (2014).
What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?. Dyslexia, 20, 119-145.
Chung, K. K. H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2013).
Contributions of syntactic awareness to reading in Chinese-speaking adolescent readers with and without dyslexia. Dyslexia, 19, 11-36.
Yeung, P. S., Ho, C. S.-H., Chan, D. W., & Chung, K. K. H. (2013).
Contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among fourth-grade students. Discourse Processes, 50, 498-529.
Yeung, P. S., Ho, C. S.-H., Chan, D. W., & Chung, K. K. H. (2013).
Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing: An Interdisciplinary Journal, 26, 1195-1221.
Yeung, P. S., Ho, C. S.-H., Chan, D. W., Chung, K. K. H., & Wong, Y.-K. (2013).
A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55-66.
Yeung, P. S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W., Chung, K. K. H., & Lo, L.-Y. (2013).
Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 1245-1277.
Chan, D. W., Ho, C. S.-H., Chung, K. K. H., Tsang, S.-M., & Lee, S.-H. (2012).
The Hong Kong behavior checklist for primary students: Developing a brief dyslexia screening measure. International Journal of Disability, Development and Education, 59, 173-196.
Chik, P. P., Ho, C. S.-H., Yeung, P. S., Chan, D. W., Chung, K. K. H., Hui, L., Lo, L., & Lau, W. S. (2012).
Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing: An Interdisciplinary Journal, 25, 679-699.
Ho, C. S.-H., Wong, Y.-K., Yeung, P. S., Chan, D. W., Chung, K. K. H., Lo, S.-C., & Hui, L. (2012).
The core components of reading instruction in Chinese. Reading and Writing: An Interdisciplinary Journal, 25, 857-886.
Chung, K. K. H., Ho, C. S.-H., Chan, D. W., Tsang, S.-M., & Lee, S.-H. (2011).
Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 24, 835-859.
Yeung, P. S., Ho, C. S.–H., Chik, P. P., Lo, L.-Y, Hui, L., Chan, D. W., & Chung, K. K. H. (2011).
Reading and spelling Chinese among beginning readers: what skills make a difference?. Scientific Studies of Reading, 15, 285-313.
Chan, D. W., Ho, C. S.-H., Chung, K. K.-H., Tsang, S.-M., & Lee, S.-H. (2010).
Teachers’ Checklist on Reading-Related Behavioral Characteristics of Chinese Primary Students: A Rasch Measurement Model Analysis. Australian Journal of Learning Difficulties, 15, 151-170.
Chung, K. K.-H., Ho, C. S.-H., Chan, D. W., Tsang, S.-M., & Lee, S.-H. (2010).
Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia, 16, 2-23.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2008).
Estimating incidence of developmental dyslexia in Hong Kong: What differences do different criteria make? Australian Journal of Learning Difficulties, 13, 1-16.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2007).
Prevalence, gender ration and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong. Educational Studies,33, 249-265.
Ho, C. S.-H., Chan, D. W., Chung, K. K.-H., Lee, S.-H., & Tsang, S.-M. (2007).
In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97, 61-83.
Ho, C. S.-H., Chan, D. W., Lee, S.-H. ,Tsang, S.-M., & Chung, K. K.-H. (2007).
Learning Passport. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2006).
Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19, 543-561.
Ho, C. S.-H., Chan, D. W., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2006).
Word learning deficit among Chinese dyslexic children. Journal of Child Language, 33, 145-161.
Ho, C. S.-H., Chan, D. W., Leung, P. W.-L., Lee, S.-H., & Tsang, S.-M. (2005).
Reading-related cognitive deficits in developmental dyslexia, attention-deficit/hyperactivity disorder, and developmental coordination disorder among Chinese children. Reading Research Quarterly, 40, 318-337.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2004).
Screening for Chinese children with dyslexia in Hong Kong: The use of the teachers’ behaviour checklist. Educational Psychology, 24, 811-824.
Ho, C. S.-H, Chan, D. W., Lee, S.-H., Tsang, S.-M., & Luan, V. H. (2004).
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91, 43-75.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K.-H. (2003).
Reading-related behavioral characteristics of Chinese children with dyslexia: The use of the teachers' behavior checklist in Hong Kong. Annals of Dyslexia, 53, 300-323.
Ho, C. S.-H., Chan, D. W., Tsang, S.-M., & Lee, S.-H. (2002).
The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38, 543-553.
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