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.
Co-investigator
· 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),91–104.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:
http://www.intechopen.com/books/dyslexia-a-comprehensive-and-internationalapproach/typical-and-dyslexic-development-in-learning-to-read-chinese
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.