D Lin

Biographic Data

ID25411
NAMED Lin
GIVEN NAMESD
FAMILY NAMELin
SIGNATURELIN D
AFFILIATIONSEducation University of Hong Kong
ORCID0000-0002-0540-3840
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS11
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Poetic brain

    Open AccessZhou Wu, Jingjing Zhang et al.ARTICLEHumanities and Social Sciences…2026

  • Mitigating the Experience of Everyday Boredom

    Open AccessJie Liu, Wenqi Li et al.ARTICLEInternational Journal of Psychology2026

    This study examined the relation between HEXACO personality traits and the experience of everyday boredom. Grounded in the theoretical frameworks concerning both boredom and personality, we particularly focused on the link and underlying mechanisms of conscientiousness and state boredom. Three studies-two daily diary studies and one experience sampling study-were conducted. Across the three studies, with 401 Chinese participants answering around …

  • Art, culture and regeneration in China

    Open AccessD Lin, Lin Dan et al.ARTICLEUrban Geography2025References: 11

  • Socioeconomic Account of Reading Abilities in Learning Chinese as a First Language and English as a Second Language

    Open AccessD Lin, Jinghan Liang et al.ARTICLELanguage Learning2025References: 62

    The study examined the mediation model of socioeconomic status (SES) and executive function (EF) on reading abilities in Chinese (as first language, L1) and English (as second language, L2) in 260 native Cantonese-speaking students (146 boys) from Hong Kong local primary schools with the mean age at 111.3 months (range = 98-132 months). The results showed that EF was a significant mediator between SES and reading ability after controlling for age…

  • How parenting styles affect the development of language skills and reading comprehension in primary school students

    Open AccessLiyan Yu, Jing Huang et al.ARTICLEBritish Journal of Educational…2024Cited by: 1References: 87

    Background and AimsThis study examined how parenting styles influence children's language skills and reading comprehension.Materials and MethodsSix hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular book…

  • Cognitive-Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners

    Open AccessDora Jue Pan, D LinARTICLELanguage Learning2023References: 69

    In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations between all variables and reading comprehension. Further path analysis results indicated that rapid a…

  • The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children

    Open AccessDora Jue Pan, Hong Li et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 1References: 5

  • Early Literacy Among Zambian Second Graders

    Open AccessSylvia Chanda Kalindi, Catherine Mcbride et al.ARTICLEReading Research Quarterly2018Cited by: 3

    Considering the importance attached to writing as a life skill, this study investigated the nature and variability of adults’ aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students’ literacy and cognitive‐metalinguistic skills. Fifty‐seven children and their caregivers were videotaped while writing word items in Bemba. To document the adults’ literate mediation…

  • Cognitive precursors of word reading versus arithmetic competencies in young Chinese children

    Open AccessXiao Zhang, Zhang Xiao et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 6References: 10