LI Hong




Research Interests: I specialize in educational psychology, with particular emphasis on the development of reading of Chinese children and the intervention of Chinese developmental dyslexia. I also have a special interest in the Leveled Reading in Chinese.

Personal resume

Education background

Ph. D., Cognitive Psychology,Beijing Normal University,July 2006

M. A., Educational Psychology,Beijing Normal University,July 2003

B. S., Psychology,Beijing Normal University,July 2000

Work Experience

Professor, Faculty of Psychology, Beijing Normal University, 2019-present

Associate Professor, School of Psychology, Beijing Normal University, 2011-2019

Assistant Professor,School of Psychology, Beijing Normal University, 2006-2011

Scientific research

List of projects

Principal Investigator

·         Leveled reading program based on reaching scale and text readability analysis, project sponsored by the Ministry of Education of the People’s Republic of China (17YJA190009), 2017-2020.

·         Self-teaching mechanism and influence factors during reading of Chinese children, Beijing Natural Science Foundation(5172020), 2017-2019.

·         Internet+ based invention of dyslexia, project sponsored by the Education online center, Ministry of Education of the People’s Republic of China (2016YB113), 2016-2017.

·         Pinyin GraphoGame in the Mobile Library, project sponsored by KONE Centennial Foundation, 2014-2014.

·         From therapy to prevention: Early identification and intervention of reading difficulties, project sponsored by the Ministry of Education of the People’s Republic of China (10YJCXLX020), 2011-2013.

·         Development trajectory of individual difference in reading: evident from Chinese children, project sponsored by the Fundamental Research Funds for the Central Universities, China, 2011-2012.

·         Cultivating Children’s independent Reading: Shared-Book Reading and Morphological Instruction, project sponsored by the Ministry of Education of the People’s Republic of China (06JDXLX006), 2006-2009.

·         Learning Deficit in Chinese Developmental Dyslexic Children, Grant of Young Researcher, Beijing Normal University, China, 2006-2008.


·         Improving children’s Chinese literacy performance by developing an educational computer game for training morphological skills, Hong Kong Standing Committee on Language Education and Research (SCOLAR, 2018-04), 2018-2019. PI: Duo Liu

·         The international bilingual education project, Social Sciences and Humanities Research Council of Canada (SSHRC, 890-2017-0056), 2017-2020. PI: Xi Chen

·         Cognitive deficit and intervention of developmental dyslexia, Key project sponsored by the National Social Science Funding (14ZDB157), 2015-2018. PI: Xiangping Liu

·         Phonological awareness and reading development in Chinese children: The approach of computer-assisted GraphoGame intervention. Hong Kong Research Grant Council General Research Fund (18404014), 2015-2017. PI: Dan Lin

·         Unfolding the role of morphological awareness in word learning of Chinese children Hong Kong Research Grant Council General Research Fund (18404114), 2015-2017. PI: Duo Liu

·         Early identification and prevention of reading problems in alphabetic and semanto-phonetic writing environments. Marie Curie International Staff Exchange Scheme FP7-PEOPLE-2013-IRSES programmer. (PIRSES-GA- 2013-612663), 2013-2017. PI: Ulla Richardson, Finland

·         Language Development of Chinese Students. Key project sponsored by the Ministry of Education of the People’s Republic of China (11JZD041), 2011-2013. PI: Hua Shu

·         Morphological awareness and word learning in Chinese and English. Project sponsored by Research and Creative Activities Program Grant, Western Kentucky University, U.S.A., 2011- 2012. PI: Jie Zhang

·         Developmental Dyslexia in Chinese: Cognitive Deficits, Sensory Impairment and Genetic Mechanism. Project sponsored by the Natural Science Foundation of China (30870758), 2009-2011. PI: Hua Shu

·         Development of strategies in learning to read Chinese. Project sponsored by Social Sciences and Humanities Research Council Grant, University of Toronto, Canada, 2006-2009. PI: Becky Xi Chen

«  List of papers

International refereed journal articles

1.         Yan, M., Li, Y., Sun, X., Zhou, X., Hui, Y., Li, H.* (Accepted). The roles of decoding and vocabulary in Chinese reading development: evidence from a 3-year longitudinal study. British Journal of Educational Psychology

2.         Liu, Y., Zhang, J., & Li, H*. (Accepted). Use of partial information to learn to read Chinese characters in nonnative Chinese learners. Language Teaching Research

3.         Li, Y., Li, H.*, Wang, M. (Accepted). Orthographic learning via Self-teaching in Chinese: the roles of phonological recoding, context, phonetic and semantic radicals. Journal of Experimental Child Psychology

4.         Li, Y., Chen, X., Li, H.*, Sheng, X., Chen, L., Richardson, U., & Lyytinen, H. (Published online). A computer-based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia

5.         Yan, M.*, Li, H.*, Su, Y., Cao, Y., & Pan J. (Published online). The perceptual span and individual differences among Chinese children. Scientific Studies of Reading. doi: 10.1080/10888438.2020.1713789

6.         Li, Y., Li, H.*, Wang, M. (2020). The roles of phonological recoding, semantic radicals and writing practice in orthographic learning in Chinese. Scientific Studies of Reading, 24(3), 252-263. DOI: 10.1080/10888438.2019.1663199

7.         Zhang, J., Li, H.*, Liu, Y., & Chen, Y. (2020). Orthographic facilitation in oral vocabulary learning: effects of language backgrounds and orthographic type. Reading and Writing, 33,187-206.

8.         Lin, D., Mo, J., Liu, Y., & Li, H*. (2019). Developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Front. Psychol. 10:2397. doi: 10.3389/fpsyg.2019.02397

9.         Liu, Y., Sun, H., Lin, D., Li, H., Yeung, S., Wong, T. (2018 Published online). The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension. British Journal of Educational Psychology

10.     Nguyen, T., Zhang, J., Li, H., Wu, X., & Cheng, Y. (2017). Teaching semantic radicals facilitates inferring new character meaning in sentence reading for nonnative Chinese speakers. Front. Psychol. 8:1846. doi: 10.3389/fpsyg.2017.01846

11.     Li, H.*, Dronjic, V., Chen, X., Li, Y., Cheng, Y., & Wu, X.* (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44(5), 1218-1427.

12.    Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T. P., Zheng, M., Zhao, Y., & Sun, P. (2017). Growth of compounding awareness predicts reading comprehension in Chinese children: A longitudinal study from Grade 1 to Grade 2. Reading Research Quarterly,52(1),91104.doi:10.1002/rrq.155

13.     Liu, D., Li, H., Wong, K. S. R. (2017) The anatomy of the role of morphological awareness in Chinese character learning: The mediation of vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading, 21(3), 210-224.

14.     Liu, Y., Georgiou, G. K., Zhang, Y., Li, H., Liu, H., Song, Sh., Kang, C., Shi, B., Liang, W., Pan, J., & Shu,H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82,75-90.

15.    Su, M., Peyre, H., Song, S., McBride, C., Tardif e, T., Li, H., Zhang, Y., Liang, W., Zhang, Z., Ramus, F., Shu, H. (2017). The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11.Learning and Instruction. 49(1):54-63.

16.     Cheng, Y., Zhang, J., Wu, X., Liu, H. & Li, H. (2016). Cross-lagged relationships between morphological awareness and reading comprehension among Chinese children. Front. Psychol. 7:1379.doi: 10.3389/fpsyg.2016.01379.

17.     Li, H., Zhang, J., Ehri, L. C., Chen, Y., Ruan, X., & Dong, Q. (2016). The role of orthography in oral vocabulary learning in Chinese children. Reading and Writing, 29(7), 1363-1381.

18.     Zhang, J., Li, H., Dong, Q., Xu, J. & Sholar, E. (2016). Implicit Use of Radicals in Learning Characters for Nonnative Learners of Chinese. Applied Psycholinguistics. 37(3):507-527.

19.     Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H. (2015). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-Year longitudinal study. Developmental Science, 19(6), 982-991.

20.     Cheng Y., Zhang J., Li H., Ding, F., Nguyen-Jahiel K., Anderson R., Shu H., Wu X. (2015). Moving from recitation to open-format literature discussion in Chinese classrooms. Instructional Science, 42(6):643-664.

21.     Song, S., Su M., Kang, C., Liu H., Zhang, Y., McBride-Chang, C., Tardif, W., Li, H., Liang, W., Zhang, Z., & Shu, H. (2015) Tracing children’s vocabulary development from preschool through the school-age years: an 8-year longitudinal study, Developmental Science, 18(1): 119-131.

22.     Xue, J., Shu, H., Li, H., Li, W., Tian, X. (2013). The stability of literacy- related cognitive contributions to Chinese character naming and reading fluency, Journal of Psycholinguistic Research, 42, 433-450.

23.     Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., Liang, W., & Zhang, Z. (2013). Phonological skill and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology. 49(4), 665-671.

24.     Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese Children’s Character Recognition: Visual-orthographic, Phonological Processing, and Morphological Skills. Journal of Research in Reading. 35(3): 287-307. doi: 10.1111/j.1467-9817.2010.01460.x

25.     Zhang, Y., Li, J., Tardif T., Burmeister, M.,Villafuerte, S. M., McBride-Chang, C., Li, H., Shi, B., Liang, W., Zhang, Z. Shu. H. (2012) Association of the DYX1C1 dyslexia susceptibility gene with orthography in the Chinese population. PLoS ONE 7(9): e42969. doi:10.1371/journal.pone.0042969

26.     Cong, F., Huang, Y., Kalyakin, I., Li, H., Huttunen-Scott, T., Lyytinen, H., Ristaniemi, T. (2012). Frequency-response-based Wavelet Decomposition for Extract Children's Mismatch Negativity Elicited by Uninterrupted Sound, Journal of Medical and Biological Engineering. 32(3), 205-213.

27.     Lam, K., Chen, X., Geva, E., Luo, Y. & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study. Reading and Writing. 25(8): 1847-1872.

28.     Cong, F., Kalyakin, I., Li, H., Huttunen-Scott, T., Huang, Y., Lyytinen, H., & Ristaniemi, T. (2011). Answering Six Questions in Extracting Children’s Mismatch Negativity through Combining Wavelet Decomposition and Independent Component Analysis. Cognitive Neurodynamics, 5(4): 343-359.

29.     Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, & Li, H. (2011). What's in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4): 897-908.

30.     Luo, Y., Chen, X., Deacon, S. H., Li, H. (2011). Development of Chinese orthographic processing: a cross-cultural perspective. Wring System Research,3(1),69-86.

31.     Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., Chen L., Tardif, T., Liang, W. Zhang, Z., & Shu, H. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry. 52(2), 212-220. doi:10.1111/j.1469-7610. 2010.02311.x

32.     Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science. 21(8), 1117-1122.

33.     Cong, F., Kalyakin, I., Huttunen-Scott, T., Li, H., Lyytinen, H., & Ristaniemi, T. (2010). Single-trial based independent component analysis on mismatch negativity in children. International Journal of Neural Systems. 20(4), 279-292.

34.     Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y. (2010). Cross- language transfer of insight into the structure of compound words. Reading and Writing, 23(3-4), 311-336.

35.     Li, H., Shu, H., McBride-Chang, C., Liu, H. & Xue, J. (2009). Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology, 103(2), 135-151. doi:10.1016/j.jecp.2009.02.001

36.     Wu, X. , Anderson, R. C. , Li, W., Wu, X., Li, H., Zhang, J. Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, L., & Geffney, J. S. (2009). Morphological Awareness and Chinese Children’s Literacy Development: An Intervention Study. Scientific Studies of Reading, 13(1), 26-52.

37.     Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit Instruction in Orthographic Structure and Word Morphology Helps Chinese Children Learn to Write Characters. Reading and Writing, 19(5), 457-487.

Articles in Chinese

1.         Yan, M., Li, H., Li, Y., Zhou, X., Hui, Y., Chen, Y., Wu, X. (2020). The importance of decoding skills and vocabulary to reading comprehension in Chinese reading development. Psychological Development and Education, 36 (3): 311-317.

2.         Chen, Y., Zhou, T., Zhao, Y., Li, H., & Wu, X. (2019). The developmental trajectories of reading fluency and its predictive effects on reading comprehension in Chinese primary school students. Psychological Development and Education, 35 (6): 686-696.

3.         Yue, X., Han, D., Li, H., Yu, L., Wang, J., Wang, Y., Yao, G., Cheng, J., & Li, Y. (2019). GraphoGame training by computer in children with attention deficit hyperactivity disorder and reading disorder: a pilot randomized controlled trial. Chinese Journal of Psychiatry, 52 (2), 117-122.

4.         Hui, Y., Zhou, X., Li, Y., De, X., Li, H., Liu, X. (2018). Developmental trends of literacy skills of Chinese students: the predicting effects of reading-related cognitive skills. Psychological Development and Education, 34 (1): 73-79.

5.         Cheng, Y., Wu, X., Liu, H., & Li, H. (2018). The developmental trajectories of oral vocabulary knowledge and its influential factors in Chinese primary school students. Acta Psychological Sinica, 50 (2): 206-215.

6.         Cheng, Y., Li, H., Wu, X., & Dong, Q. (2017). The reciprocal relationship between Chinese grade one children’s morphological awareness and vocabulary: evidence from a longitudinal study. Journal of Psychological Science, 40 (1): 103-109.

7.         Li, Y., Li, H., De, X., Sheng, X., Richardson, U., & Lyytinen, H. (2017). An Evidence-based research on facilitating students’ development of individualize learning by game-based learning —Pinyin GraphoGame as an example. China Educational Technology, 364, 95-101.

8.         Li, Y., Xiao, L., Zhang, J., Li, H., De, X., Liu, X. (2016). Orthographic learning in Chinese children: effects of character type and exposure. Psychological Science. 39(5), 1105-1109.

9.         Zhou, X., Cheng, Y., Li, Y., Han, C. & Li, H. (2016). The role of oral reading fluency in Chinese children’s reading development. Psychological Development and Education, 32(4), 471-477.

10.     Ding, F., Cheng, Y., Zhang, J., Li, Y, Li, H. (2016). Influence of collaborative reasoning discussions on written argument of Chinese children. Curriculum, Teaching Material and Method, (3), 108-113.

11.     Nguyen, T., Li, H., Wu, X., & Sun, P. (2016). The Development of Chinese Component Awareness in Vietnamese Students Learning Chinese as a Foreign Language. Studies of Psychology and Behavior, 14(1), 20-26.

12.     Gao X., Cheng, Y., Li, H., Zhang, J., Ding, F., Nguyen-Jahie, K., Anderson, R., Shu, H., Wu, X., Zheng, M., & Cui, Y. (2015).Emergence and Development of Primary School Children's Leadership in Group Discussions, Psychological Science, 38(3), 612-617.

13.     Chen, Y., Li, H., Zhang, J., Ruan, X., Rao, X., & Wu, X., (2014). The Role of Orthography in Oral Vocabulary Learning of Chinese Children. Psychological Development and Education, 30(6), 616-623.

14.     Zheng, M., Wu, X., Li, H., Cheng, Y. (2014). Collaborative reasoning discussion: the classroom teaching mode for cultivating collective intelligence. Journal of Educational Studies, (2), 58-64.

15.     Dong, Q., Li, H., Wu X., Rao, X, Zhu, J. (2014) The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study. Studies of Psychology and Behavior, 12(2), 207-211.

16.     Dong, Q., Li, H., Wu X., Rao, X, Zhu, J. (2013) The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study. Psychological Development and Education, 29(2), 147-151.

17.     Dong, Q., Li, H., Wu X., Pan, J., Zhang Y., Ruan, S. (2012). Multiple Reading-related Cognitive Deficits in Chinese Developmental Dyslexia. Chinese Journal of Clinic Psychology, 20(6), 798-801, 764.

18.     Shi, B., Li, H., Zhang, Y., Shu, H. (2011). The role of logographic characteristics and orthographic awareness in low-grade children’s writing development. Psychological Development and Education, 27(3), 297-303.

19.     Li, H., Wu, X., Zhang, J., Zheng, Q., Zhu, J. (2011). The long-term effects of Pinyin on children’s character learning and reading motivation in different reading programs. Psychological Science, 34(2), 367-370.

20.     Li, H., Rao, X., Dong, Q., Zhu, J., Wu, X. (2011). The roles of phonological awareness, morphological awareness, and rapid naming in linguistic skills development of kindergartener. Psychological Development and Education, 27(2), 158-163.

21.     Li, H., Wu, X., Zhang, J., Zheng, Q., Zhu, J. (2010). The roles of different reading programs in the development of reading and writing. Studies of Psychology and Behavior, 8(4), 263-267.

22.     Li, H., Wu, X., Zhang, J., Zheng, Q., Zhu, J. (2010). The long-term effects of different shared-book reading programs on children’s character learning and reading motivation. Journal of Educational Studies, (5), 89-95.

23.     Li, H., Shu, H. (2009). Difference of cognitive skills between good and poor readers of preschool and primary school. Psychological Development and Education, (3), 1-8.

24.     Li, H., Shu, H. (2009). The linguistic cognitive deficits of Chinese developmental dyslexia. Psychological Science, 32(2), 301-303.

25.     Li, H., Shu, H. (2009). Learning deficit: a new view for developmental dyslexia research. Chinese Journal of Special Education, (9), 54-58.

26.     Li, H., Dong, Q., Zhu, J., Liu, J., Wu, X. (2009). The role of morphological awareness in language skills development of kindergartener. Psychological Science, (6), 1291-1294.

27.     Wu, X., Li, H. Liu, Z. (2009). The role of Pinyin and formal instruction in literacy lesson of Chinese children. Studies of Psychology and Behavior, (3), 166-170.

28.     Li, H. (2008). Cultivating children’s independent reading: shared-book reading and morphological instruction. Infant Education, 17, 32-33.

29.     Li, H., Shu, H., Xue, J., & Yang, J. (2008) Evidence for skill-automatization in dyslexia. Psychological Development and Education. 24(1), 101-105.

30.     Peng, H., Liang, W., Zhang, Z., Li, H., Shu, H., Tardif T., Fletcher P. (2007). Screen of Chinese reading at risk children. Psychological Development and Education, 23(3), 89-92.

31.     Li, H., Peng, H., & Shu, H. (2006) Study on the emergence and development of Chinese orthographic awareness in preschool and school children. Psychological Development and Education, 22(1), 35-39.

32.     Li, H., Shu, H., Peng, H., Lei, L., & Xing, A. (2006) The role of phonological awareness and paired associate learning in early literacy development in Chinese. Psychological Science, 29(3), 546-549.

33.     Wu, X., & Li, H.(2004) Shared-book reading: Share the happiness of development with children. Kindergarten of Shanghai, (2), 14-17.    

34.     Wu, X., Li, H., Shu, H., Anderson, R. C., Li, W. (2002) The role of Pin Yin in Chinese children’s shared book reading. Psychological Science, 25(5), 548-552.

35.     Wu, X., Zhang, J, Shu, H., Li, H. Anderson, R. C., Li, W.(2002). The role of Pin Yin in the independent reading of Chinese children. Psychological Development and Education, 18(2), 49-54.

Book Chapter

1.         Lyytined, H., Erskine, J., Li, Y., Su, M., & Li, H. (2016). Trajectories of reading development and early identification and prevention of difficulties of reading acquisition: evidence from longitudinal study in Finland and China. In W., Li, & H., Shu (Eds.). The World of Children’s Reading I: Studies of Psycholinguistics in Early Reading (pp. 247-275). Beijing Normal University Press.

2.         Zhou, X., Li, H., De, X. (2016). Trajectories of reading development: A follow-up study of Chinese children. In W., Li, & H., Shu (Eds.). The World of Children’s Reading III: Studies of Educational Psychology in Early Reading. (pp. 63-95). Beijing Normal University Press.

3.         Li, H., Li, Y., De, X., & Lyytined, H. (2016). The role of GraphoGame in Pinyin learning for Chinese children. In W., Li, & H., Shu (Eds.). The World of Children’s Reading IV: Early Reading Acquisition in the Classroom, Home and Community. (pp. 29-58). Beijing Normal University Press.

4.         Lyytinen, H., Aro, M., Richardson, U., Erskine, J., Li, H., Shu, H., (2015). Reading Skills, Acquisition of: Cultural, Environmental, and Developmental Impediments. In: J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol. 20 (pp. 5-11). Elsevier. doi:10.1016/B978-0-08-097086-8.23111-5

5.         Chen, X., Anderson, R. C., Li, H., & Shu, H. (2014) Visual, phonological and Orthographic strategies in learning to read Chinese. In X. Chen, L. Wang, and Y. Luo (Eds.). Reading development and difficulties in monolingual and bilingual Chinese children literacy (pp. 23-47). Springer Literacy Studies Series. Volume 8.

6.         Shu, H. & Li, H. (2012). Typical and dyslexic development in learning to read Chinese. In Taeko N. Wydell (Ed.). Dyslexia- A Comprehensive and International Approach, ISBN: 978-953-51-0517-6, InTech, Available from:

7.         Yan, M., Miller, K. F., Li, H., Shu, H. (2008). What is the place for Pinyin in beginning Chinese reading? Evidence from eye movements. In Bayner, K. Shen, D., Bai, X., Yan, G. (Eds). Cognitive and cultural influences on eye movements. Tianjin: Tianjin People’s Publishing House.

Teaching experience

Dyslexia:Fall 2016, 2017, 2018, 2019

Factorial Experimental Design:Spring 2016, 2017, 2018, 2019, 2020

Cognitive Psychology:Fall 2006, Spring & Fall 2008, 2010, 2011, Spring 2012, 2013, 2015, 2016, 2017, 2018, 2019

General Psychology:Spring 2007

Educational Psychology:Spring 2009

Research methods in psychology:Spring 2011, 2012, 2013

Social service

Reviewer for the Following Journals

International Refereed Journal

Annals of Dyslexia

Educational Psychology Review

Journal of Experimental Child Psychology

Journal of Learning Disabilities

Journal of Research in Reading

Language Learning

Learning and Individual

Reading Research Quarterly

Reading and Writing: An Interdisciplinary Journal

Scientific Studies of Reading

Writing System Research

Local Refereed Journal

Acta Psychologican Sinica

Chinese Teaching in the World

Psychological Development and Education

Psychological Science