Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Arciuli, Joanne | 1 |
| Au, Terry Kit-fong | 1 |
| Choi, William | 1 |
| Deng, Qinli | 1 |
| Kwan, Joyce Lok Yin | 1 |
| Shum, Kathy Kar-man | 1 |
| Tong, Shelley Xiuli | 1 |
| Tong, Xiuli | 1 |
| Wong, Ruby Wing Yan | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Grade 2 | 2 |
| Primary Education | 2 |
Audience
Location
| Hong Kong | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Abbreviated Scale of… | 2 |
| Gates MacGinitie Reading Tests | 1 |
| Raven Progressive Matrices | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkTong, Shelley Xiuli; Wong, Ruby Wing Yan; Kwan, Joyce Lok Yin; Arciuli, Joanne – Scientific Studies of Reading, 2020
This study examined the relation between Theory of Mind (ToM) and reading comprehension in 42 7- to 9-year-old Hong Kong Chinese children with autism and 55 typically developing peers (TD) who were comparable in age, nonverbal intelligence, and working memory. Relative to their TD peers, children with autism exhibited difficulties with reading…
Descriptors: Theory of Mind, Reading Comprehension, Autism, Pervasive Developmental Disorders
Deng, Qinli; Choi, William; Tong, Xiuli – Journal of Learning Disabilities, 2019
This study examined the roles of first-language (L1) Chinese and second-language (L2) English phonological skills in English and Chinese reading comprehension, respectively, and their association with reading comprehension difficulties among Hong Kong Chinese-English bilingual children. We tested 258 second graders on nonverbal intelligence,…
Descriptors: Native Language, Second Language Learning, Reading Comprehension, English (Second Language)
Shum, Kathy Kar-man; Au, Terry Kit-fong – Language Learning and Development, 2017
Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…
Descriptors: Naming, Foreign Countries, Reading Ability, Phonological Awareness
