Yu Ka Wong
Biographic Data
| ID | 1692568 |
|---|---|
| NAME | Yu Ka Wong |
| GIVEN NAMES | Yu Ka |
| FAMILY NAME | Wong |
| SIGNATURE | WONG Y K |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-9644-2756 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling
This one-year longitudinal study examined the impact of metalinguistic awareness on character reading and spelling among young learners of Chinese as a second language (CSL). Assessments of orthographic, morphological, and phonological awareness, character and word reading, spelling, and oral vocabulary were conducted with 204 ethnic minority students at two time points. Longitudinal path analysis controlling for age, nonverbal intelligence, and …
The Association Between Metalinguistic Awareness and Chinese Word Reading
This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading. Additionally, location, grade, and measurement type moderated these relationships. Orthographic awareness…
Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structura…
Promoting foundational linguistic skills for reading development in young Chinese language learners
Background Using a 1‐year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese‐as‐a‐second‐language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension. Method A total of 186 Grade 4 CSL students (mean age = 9.22,…
Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners
Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong
This study examines the development of the reading comprehension of young learners of Chinese as a second language (CSL) in Hong Kong, with reference to the Simple View of Reading model. The model postulates that reading comprehension is a product of decoding and linguistic comprehension. A sample of 121 ethnic minority senior primary students was assessed with Chinese decoding, listening, and reading comprehension tests at grades 4 and 6. The st…
Effects of language proficiency on L2 motivational selves
Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong
The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development
In this paper, the role of radical awareness in Chinese character reading development among young Chinese-as-a-second-language (CSL) learners is evaluated in terms of a structural property of the writing system: the distribution of elementary, one-radical (i.e. one-element) simple characters as against majority, multi-radical compound characters. Radical awareness, that is, sensitivity to and use of linguistic information contained in compound ch…
Effects of language proficiency on L2 motivational selves
Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong
Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners
The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development
In this paper, the role of radical awareness in Chinese character reading development among young Chinese-as-a-second-language (CSL) learners is evaluated in terms of a structural property of the writing system: the distribution of elementary, one-radical (i.e. one-element) simple characters as against majority, multi-radical compound characters. Radical awareness, that is, sensitivity to and use of linguistic information contained in compound ch…
Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong
Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong
This study examines the development of the reading comprehension of young learners of Chinese as a second language (CSL) in Hong Kong, with reference to the Simple View of Reading model. The model postulates that reading comprehension is a product of decoding and linguistic comprehension. A sample of 121 ethnic minority senior primary students was assessed with Chinese decoding, listening, and reading comprehension tests at grades 4 and 6. The st…
Effects of language proficiency on L2 motivational selves
Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners
Promoting foundational linguistic skills for reading development in young Chinese language learners
Background Using a 1‐year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese‐as‐a‐second‐language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension. Method A total of 186 Grade 4 CSL students (mean age = 9.22,…
Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structura…
The Association Between Metalinguistic Awareness and Chinese Word Reading
This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading. Additionally, location, grade, and measurement type moderated these relationships. Orthographic awareness…
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling
This one-year longitudinal study examined the impact of metalinguistic awareness on character reading and spelling among young learners of Chinese as a second language (CSL). Assessments of orthographic, morphological, and phonological awareness, character and word reading, spelling, and oral vocabulary were conducted with 204 ethnic minority students at two time points. Longitudinal path analysis controlling for age, nonverbal intelligence, and …
Psychology (8 works) · Linguistics (7 works) · Literacy (6 works) · Reading and Literacy Development (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Reading comprehension (4 works) · Active listening (3 works) · Comprehension (3 works) · Computer Science (3 works)