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Personal profile

Personal profile

Chinese Name: 方蕊慈

Dr Cathy FONG Yui Chi is currently an Assistant Professor of the Department of Early Childhood Education, The Education University of Hong Kong. Her research interests are in language and literacy development and reading difficulties. For her doctoral dissertation, she conducted a three-year longitudinal study in language and reading development among young Chinese children. She has coauthored journal-article and book-chapter publications on literacy acquisition and reading difficulties. With the completion of her Ph.D. training, she also obtained a professional qualification to practice as educational psychologist in Hong Kong. In the past two years, she had been the project director/postdoctoral research fellow with the READ and WRITE project in the department of psychology at the University of Hong Kong. She leads a project on the development of a new diagnostic tool for students with specific learning difficulties in Hong Kong. She has also provided supporting services for kindergartens and practicing educational psychologists in Hong Kong on early identification of children at risk of reading difficulties.

Research interests

Language and literacy acqustion; language comprehension difficulties

Professional information

ORCID: 0000-0003-0024-3988

Scopus ID: 56539384100

Fingerprint Dive into the research topics where Yui Chi FONG is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

  • 29 Similar Profiles
comprehension Social Sciences
Reading Medicine & Life Sciences
linguistics Social Sciences
language Social Sciences
Vocabulary Medicine & Life Sciences
discourse Social Sciences
Language Development Disorders Medicine & Life Sciences
listening comprehension Social Sciences

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Research Outputs 2009 2019

  • 24 Citations
  • 2 h-Index
  • 6 Paper
  • 6 Article
  • 2 Other contribution
  • 1 Chapter

Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

HO, C. S-H., FONG, Y. C. & ZHENG, M., Mar 2019, In : Applied Psycholinguistics. 40, 2, p. 323-349

Research output: Contribution to journalArticle

Vocabulary
schoolchild
elementary school
Reading
vocabulary
longitudinal study
linguistics
discourse
school grade
Group
linguistics
language
discourse
school grade
kindergarten

Selective impairment in word reading and reading comprehension among Chinese elementary school children

HO, C. S. H., FONG, Y. C., TSANG, S., CHAN, D. W., CHUNG, K. K. H. & LEE, S-H., Jul 2017

Research output: Other contribution

Reading
Hong Kong
Longitudinal Studies
Learning
2 Citations (Scopus)
listening comprehension
Linguistics
linguistics
Language
language