Suk‐han Connie Ho
Biographic Data
| ID | 1692355 |
|---|---|
| NAME | Suk‐han Connie Ho |
| GIVEN NAMES | Suk‐han Connie |
| FAMILY NAME | Ho |
| SIGNATURE | HO S H C |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-5533-8621 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong Kong Chinese children
We examined the developmental trajectories and cognitive predictors of first language Chinese reading, second language English reading, and mathematics skills in Hong Kong children in Grades 1-5. We used longitudinal data of 1,000 children ( M age = 7.59 years) assessed on phonological awareness, rapid naming, and morphological awareness in Grade 1 and Chinese word reading, English word reading, and arithmetic calculations in Grades 1-5. Results …
Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese
Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory
The present study compared Chinese-English bilinguals and English monolinguals within three age groups to examine whether bilinguals have an advantage in syntactic processing. Participants were tested on morphosyntactic awareness, word-order awareness, artificial syntax learning, and general cognitive abilities. Bilinguals within the three age groups performed better than their monolingual peers in acquiring a novel syntax and in processing morph…
Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
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 Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking…
Effect of Twinning on Chinese and English Vocabulary Knowledge
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect o…
Prevalence and heritability of handedness in a Hong Kong Chinese twin and singleton sample
In summary, we report new reference data for an ethnic group usually underrepresented in the literature. Our heritability analysis supports the idea that different measures will capture different components of handedness and, as a consequence, datasets assessed with heterogeneous criteria are not easily combined or compared
Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment
Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical age-matched controls were assessed with a speech-gating task to measure spoken word recognition, psy…
A Simple View of Writing in Chinese
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 syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Syntactic and discourse skills in Chinese adolescent readers with dyslexia: A profiling study
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
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., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchic…
Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children
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 performed significantly less well than the CA controls but similarly to RL controls in most measure…
Lexical tone awareness among Chinese children with developmental dyslexia
This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–v…
Phonology and Access to Chinese Character Meaning
One of the central concerns in theories of reading skills is the role of phonology in access to word meaning. The present study focused on this issue in Chinese to examine the extent to which phonology affects Chinese character recognition. Two naming experiments were conducted with a phonologically mediated semantic priming paradigm, and the relative frequencies of semantic associates of the targets and their homophones were manipulated systemat…
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Word learning deficit among Chinese dyslexic children
The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning i…
Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language
Reading-related cognitive deficits in developmental dyslexia, attention-deficit/hyperactivity disorder, and developmental coordination disorder among Chinese children
Most past research findings suggest that phonological deficit is unique to developmental dyslexia insofar as alphabetic languages are concerned. The present study investigated the existence of any similar unique reading-related cognitive deficits associated with developmental dyslexia in a nonalphabetic script, Chinese. The pattern of comorbidity among various developmental disorders was also examined. One hundred six Chinese children with differ…
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
Reading-related behavioral characteristics of chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong
Phonological skills are important in learning to read Chinese
A 4-year longitudinal study was conducted to examine the relationship between Chinese children's phonological skills and their success in reading. Initially, 100 Hong Kong Chinese children were tested on visual and phonological skills at the age of 3, before they could read. The findings showed that prereading phonological skills significantly predicted the children's reading performance in Chinese 2 and 3 years later, even after controlling for …
The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia
The present study was conducted to examine the cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Thirty Chinese dyslexic children in Hong Kong were compared with 30 average readers of the same chronological age (CA controls) and 30 average readers of the same reading level (RL controls) in a number of rapid naming, visual, phonological, and orthographic tasks. Chinese dyslexic children performed significantly wo…
Learning to Read Chinese Beyond the Logographic Phase
S This study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic‐related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chin…
Development of Phonological Awareness of Chinese Children in Hong Kong
Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
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., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchic…
Investigating Effects of Bilingualism on Syntactic Processing: Testing Structural Sensitivity Theory
The present study compared Chinese-English bilinguals and English monolinguals within three age groups to examine whether bilinguals have an advantage in syntactic processing. Participants were tested on morphosyntactic awareness, word-order awareness, artificial syntax learning, and general cognitive abilities. Bilinguals within the three age groups performed better than their monolingual peers in acquiring a novel syntax and in processing morph…
A Simple View of Writing in Chinese
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 syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Early literacy acquisition in logographic orthographies: Evidence from Chinese and Japanese
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language
Effects of syntactic structure in the memory of concrete and abstract Chinese sentences
Developmental Study of the Reversed Stroop Effect in Chinese-English Bilinguals
Chinese-English bilinguals in Grades 2, 4, 8, 10, and in college read Chinese and English color words in black or in colored print in the corresponding language. Subjects were more efficient in reading Chinese than English. This superiority effect of reading Chinese gradually decreased as subjects' familiarity with English increased. Furthermore, skilled readers were less susceptible than less skilled readers to the introduction of conflicting co…
Effects of syntactic structure in the memory of concrete and abstract Chinese sentences
Learning to Read Chinese Beyond the Logographic Phase
S This study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic‐related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chin…
Phonological skills are important in learning to read Chinese
A 4-year longitudinal study was conducted to examine the relationship between Chinese children's phonological skills and their success in reading. Initially, 100 Hong Kong Chinese children were tested on visual and phonological skills at the age of 3, before they could read. The findings showed that prereading phonological skills significantly predicted the children's reading performance in Chinese 2 and 3 years later, even after controlling for …
Development of Phonological Awareness of Chinese Children in Hong Kong
The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia
The present study was conducted to examine the cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Thirty Chinese dyslexic children in Hong Kong were compared with 30 average readers of the same chronological age (CA controls) and 30 average readers of the same reading level (RL controls) in a number of rapid naming, visual, phonological, and orthographic tasks. Chinese dyslexic children performed significantly wo…
Reading-related behavioral characteristics of chinese children with dyslexia: The use of the teachers’ behavior checklist in Hong Kong
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language
Reading-related cognitive deficits in developmental dyslexia, attention-deficit/hyperactivity disorder, and developmental coordination disorder among Chinese children
Most past research findings suggest that phonological deficit is unique to developmental dyslexia insofar as alphabetic languages are concerned. The present study investigated the existence of any similar unique reading-related cognitive deficits associated with developmental dyslexia in a nonalphabetic script, Chinese. The pattern of comorbidity among various developmental disorders was also examined. One hundred six Chinese children with differ…
Word learning deficit among Chinese dyslexic children
The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning i…
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Phonology and Access to Chinese Character Meaning
One of the central concerns in theories of reading skills is the role of phonology in access to word meaning. The present study focused on this issue in Chinese to examine the extent to which phonology affects Chinese character recognition. Two naming experiments were conducted with a phonologically mediated semantic priming paradigm, and the relative frequencies of semantic associates of the targets and their homophones were manipulated systemat…
Lexical tone awareness among Chinese children with developmental dyslexia
This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–v…
Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children
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 performed significantly less well than the CA controls but similarly to RL controls in most measure…
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students
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., spelling), and written composition were administered to Chinese fourth graders (N = 259). Hierarchic…
Syntactic and discourse skills in Chinese adolescent readers with dyslexia: A profiling study
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Understanding the Microstructure and Macrostructure of Passages Among Chinese Elementary School Children
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment
Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical age-matched controls were assessed with a speech-gating task to measure spoken word recognition, psy…
A Simple View of Writing in Chinese
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 syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders
The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an impor…
Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
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 Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking…
Psychology (31 works) · Reading and Literacy Development (29 works) · Linguistics (28 works) · Cognition (20 works) · Developmental psychology (18 works) · Cognitive psychology (16 works) · Literacy (12 works) · Phonological awareness (11 works) · Cognitive and developmental aspects of mathematical skills (10 works) · Dyslexia (10 works)