Pui-Sze Yeung

The University of Hong Kong | HKU · Faculty of Education

Speaking constitutes one of the main goals of learning a second language (L2). Despite the increasing attention on the role of planning and language transfer in L2 learning, the combined effect of using different languages and pre-task planning on language production remains unclear. This study investigated whether the use of different languages in...

Parents and children often have different perceptions of parenting practices and we have limited knowledge on this issue regarding the media parenting practices. In this study, we aimed to examine the gender (male vs. female) and parent-adolescent differences in perceived media parenting in Chinese society. Adolescents (N = 737, Mean age = 14.71, S...

This study documents the views and attitudes of stakeholders of the Hong Kong’s Sign Bilingualism and Co-enrollment (SLCO) Education Programme established in 2006, to identify an emerging ecology based on the SLCO classrooms in a primary school in which deaf and hard-of-hearing (DHH) as well as hearing participants, teachers and students alike, col...

This study examined the contribution of reading motivation to reading comprehension among Chinese elementary children from a self-determination theory perspective. A total of 379 Chinese third to fifth graders were assessed on four types of reading motivation (i.e., external regulation, introjected regulation, identified regulation and intrinsic mo...

Background Recent models of writing acknowledge the influential role of motivation in writing development. There has been a paucity of research on writing motivation in children. This study investigated writing motivation among Chinese children with developmental dyslexia. Methods Forty‐one Chinese children with developmental dyslexia (RD) in Grad...

This Guideline is one of the deliverables of the project on Enhancing Learning Experience for Students with Visual Impairment in Higher Education. It is a compilation of recommended practices that promote an accessible and inclusive teaching and learning environment for students with disabilities at higher education institutions. Sources of informa...

Purpose The longitudinal impact of media multitasking on the development of executive function has been understudied, as most of the existing studies are cross-sectional. This longitudinal study addresses this research gap and uses multiple measures, i.e. behavioral and self-reported, to explore the impact of media multitasking on the executive fun...

In China, a shift in early math teaching from a teacher-directed approach to a child-centered approach has been recommended. This study explored Chinese teachers' beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zheji...

This study examined the association between media multitasking and executive function in Chinese adolescents by comparing heavy/high and light/low media multitaskers, i.e., HMMs and LMMs, with self-reports, behavioral measures and functional near-infrared spectroscopy (fNIRS). The participants were 12 HMMs (media multitasking scores above the 75th...

Concerns about the negative impact of media multitasking on people’s learning and psychological aspects, such as well-being and self-esteem, have increased in the last decade. However, the contradictory findings of previous cross-sectional studies have caused much debate. Methodological improvements are urgently needed to determine whether media mu...

A two-year longitudinal study has been conducted to explore the utilising factors of people with visual impairment using screen readers. A mixed-method research design was used; both quantitative and qualitative data were collected to explore the utilising factors. A framework from previous technology acceptance studies was adapted to explore the f...

Objective Media multitasking has been found to have a negative relationship with young people’s psychological well-being. However, its relationship with self-esteem has only been examined among adults, and the mechanism underlying its association with adolescents’ well-being has been unclear. The purpose of this study was to investigate the relatio...

Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chi...

This study examined the relationships between writing motivation and written composition performance in Chinese among 388 Chinese children in Grades 3 to 5 in accordance with the framework of self-determination theory. Multiple regression analysis results showed that writing motivation measures (external regulation, introjected regulation, identifi...

This study explored (1) the relationship between verbal and non-verbal visual attention span measures and (2) the relationship between visual attention span and reading fluency in traditional Chinese, among 101 university students in Hong Kong. The participants’ visual attention span was assessed using verbal measures (i.e., a global report task an...

Loneliness has a strong neurobiological basis reflected by its specific relationships with structural brain connectivity. Critically, affect traits are highly related to loneliness, which shows close association with the onset and severity of major depressive disorder. This diffusion imaging study was conducted on a sample of adolescent siblings to...

Media multitasking is increasinglycommon among youth, and it has thus attracted growing research interest. This study aims to develop and validate a comprehensive scale to measure media multitasking (i.e., media multitasking scale, MMS)that applies to adolescents. A sample of 1140 Chinese adolescents completed a questionnaire to test its reliabilit...

Emotion can be conceptualized by the dimensional account of emotion with the dimensions of valence and arousal. There is little discussion of the difference in discriminability across the dimensions. The present study hypothesized that any pair of emotional expressions differing in the polarity of both valence and arousal dimensions would be easier...

Discussions of Initial Teacher Education (ITE) programs have indicated prevailing concerns regarding the linking of theory and practice with ongoing student criticisms that the theoretical, academic content of their degrees was the least helpful in preparing them for classroom teaching (Ure 2009). While competency-based movements underscored by cra...

This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participan...

According to the Developmentally Appropriate Practice (DAP) proposed by the National Association for the Education of Young Children (NAEYC), early childhood education programme should be able to promote social competence of children through play, child-centered and interactive group activity. The prevalence of Autism Spectrum Disorder (ASD) has in...

This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntacti...

Loneliness is prevalent in adolescents. Although it can be a normative experience, children and adolescents who experience loneliness are often at risk for anxiety, depression, and suicide. Research efforts have been made to identify the neurobiological basis of such distressful feelings in our social brain. In adolescents, the social brain is stil...

A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehensio...

This study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were a...

This study examined the interrelationships between linguistic comprehension skills (expressive vocabulary, word definition, oral narrative skills, and syntactic skills), decoding (word recognition and reading fluency) and reading comprehension (sentence comprehension and passage comprehension) among 369 Cantonese-speaking Chinese children in a 3-ye...

The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performa...

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitu...

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and m...

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,...

The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text...

The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge, morphosynta...

Policy to promote inclusive education has been in place in Hong Kong for over a decade. Through adopting the Whole School Approach, schools are expected to cater to the individual needs of students with disabilities in a comprehensive manner. This study used a focus group to explore the views of parents of children with disabilities and of educator...

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children...

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant pre...

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3years since Grade 1. The findings showed that the Tier 1 intervention was effective in enha...

The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of wor...