Yixun Li
Biographic Data
| ID | 3655438 |
|---|---|
| NAME | Yixun Li |
| GIVEN NAMES | Yixun |
| FAMILY NAME | Li |
| SIGNATURE | LI Y |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-2193-6126 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Decoding, Vocabulary, and Reading Motivation in Chinese Reading
This study investigated the role of reading motivation as an affective/socio-emotional factor in relation to decoding and vocabulary—two cognitive skills—in explaining reading comprehension and fluency among Chinese elementary students. A sample of 100 native Chinese-speaking fifth graders from a large city in southern China was recruited. We assessed participants’ decoding skills, vocabulary knowledge, reading motivation, and both passage readin…
From family socioeconomic status to vocabulary: The mediating roles of traditional and digital home literacy environment in Chinese preschoolers
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6
Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this g…
Development and validation of the simplified Chinese Author Recognition Test: Evidence from eye movements of Chinese adults in Mainland China
Background It is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading. Methods In Study 1, we constructed the SCA…
The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children
Background To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary. Methods We used a cross‐sectio…
The impact of Home Literacy Environment on Chinese children's character recognition, vocabulary knowledge, and reading comprehension: A developmental cascade model
摘要
Imageability ratings for 10,426 Chinese two-character words and their contribution to lexical processing
The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model
摘要: 对149名小学一年级汉语儿童的口语词汇知识进行历时6年8次的追踪测试, 采用潜变量增长模型探索了小学儿童口语词汇知识的发展轨迹, 并在控制相关变量后, 考察了口语词汇知识的起始水平和发展速度对儿童六年级时阅读能力的预测作用。结果发现:(1)小学儿童的口语词汇知识呈持续地非线性增长, 其中三年级和五年级是儿童口语词汇知识发展的快速增长时期, 儿童之间的个体差异表现出差异稳定的发展模式; (2)控制一般认知能力和相关阅读认知技能后, 口语词汇知识的起始水平和发展速度均可显著预测六年级时的阅读准确性、阅读流畅性及阅读理解, 且对阅读准确性和阅读理解的预测比对阅读流畅性的预测更强; 相对于起始水平, 口语词汇知识的发展速度对阅读能力的预测作用更强
Phonological Training and Word Learning in a Novel Language
In reading Chinese words, learners may process segment and tone either separately or as an integral unit, as evidenced in previous research. The present study compared two ways—Segmental versus Whole-Syllable-Based Training—for improving learners’ phonological and word learning in Chinese as a novel language, while controlling for learners’ musical ability, an important factor that may contribute to phonological learning. Forty-two American colle…
Self‐teaching in Chinese: The roles of phonetic and semantic radicals in orthographic and vocabulary learning
Background Previous work suggests that children can teach themselves new written words via reading aloud texts independently (i.e., orthographic learning via self‐teaching). In self‐teaching in Chinese, regular phonetic radicals and transparent semantic radicals facilitate orthographic learning. The present study examined the roles of phonetic and semantic radicals in both orthographic learning and oral vocabulary learning via self‐teaching among…
The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia
The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with dyslexia: n = 27; age-matched peers: n = 26). The regularity of phonetic cues and the transparency of…
Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: Evidence From Eight Languages Representing Different Writing Systems
Compensation for poor character learning: Intact visual and phonetic strategies among Chinese children with dyslexia
The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3-year longitudinal study
BackgroundsDecoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice.AimsTo examine the developing importance of decoding and vocabulary to reading comprehension and the reciprocal relationship between decoding and vo…
Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese
This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (hig…
The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3-year longitudinal study
BackgroundsDecoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice.AimsTo examine the developing importance of decoding and vocabulary to reading comprehension and the reciprocal relationship between decoding and vo…
Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: Evidence From Eight Languages Representing Different Writing Systems
Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese
This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (hig…
Compensation for poor character learning: Intact visual and phonetic strategies among Chinese children with dyslexia
The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3-year longitudinal study
BackgroundsDecoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice.AimsTo examine the developing importance of decoding and vocabulary to reading comprehension and the reciprocal relationship between decoding and vo…
Phonological Training and Word Learning in a Novel Language
In reading Chinese words, learners may process segment and tone either separately or as an integral unit, as evidenced in previous research. The present study compared two ways—Segmental versus Whole-Syllable-Based Training—for improving learners’ phonological and word learning in Chinese as a novel language, while controlling for learners’ musical ability, an important factor that may contribute to phonological learning. Forty-two American colle…
Self‐teaching in Chinese: The roles of phonetic and semantic radicals in orthographic and vocabulary learning
Background Previous work suggests that children can teach themselves new written words via reading aloud texts independently (i.e., orthographic learning via self‐teaching). In self‐teaching in Chinese, regular phonetic radicals and transparent semantic radicals facilitate orthographic learning. The present study examined the roles of phonetic and semantic radicals in both orthographic learning and oral vocabulary learning via self‐teaching among…
The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia
The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with dyslexia: n = 27; age-matched peers: n = 26). The regularity of phonetic cues and the transparency of…
Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: Evidence From Eight Languages Representing Different Writing Systems
Imageability ratings for 10,426 Chinese two-character words and their contribution to lexical processing
The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model
摘要: 对149名小学一年级汉语儿童的口语词汇知识进行历时6年8次的追踪测试, 采用潜变量增长模型探索了小学儿童口语词汇知识的发展轨迹, 并在控制相关变量后, 考察了口语词汇知识的起始水平和发展速度对儿童六年级时阅读能力的预测作用。结果发现:(1)小学儿童的口语词汇知识呈持续地非线性增长, 其中三年级和五年级是儿童口语词汇知识发展的快速增长时期, 儿童之间的个体差异表现出差异稳定的发展模式; (2)控制一般认知能力和相关阅读认知技能后, 口语词汇知识的起始水平和发展速度均可显著预测六年级时的阅读准确性、阅读流畅性及阅读理解, 且对阅读准确性和阅读理解的预测比对阅读流畅性的预测更强; 相对于起始水平, 口语词汇知识的发展速度对阅读能力的预测作用更强
Development and validation of the simplified Chinese Author Recognition Test: Evidence from eye movements of Chinese adults in Mainland China
Background It is well evident that individuals' levels of print exposure are significantly correlated with their reading ability across languages, and an author recognition test is commonly used to measure print exposure objectively. For the first time, the current work developed and validated a Simplified Chinese Author Recognition Test (SCART) and examined its role in explaining Chinese online reading. Methods In Study 1, we constructed the SCA…
The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children
Background To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary. Methods We used a cross‐sectio…
The impact of Home Literacy Environment on Chinese children's character recognition, vocabulary knowledge, and reading comprehension: A developmental cascade model
摘要
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6
Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this g…
Decoding, Vocabulary, and Reading Motivation in Chinese Reading
This study investigated the role of reading motivation as an affective/socio-emotional factor in relation to decoding and vocabulary—two cognitive skills—in explaining reading comprehension and fluency among Chinese elementary students. A sample of 100 native Chinese-speaking fifth graders from a large city in southern China was recruited. We assessed participants’ decoding skills, vocabulary knowledge, reading motivation, and both passage readin…
From family socioeconomic status to vocabulary: The mediating roles of traditional and digital home literacy environment in Chinese preschoolers
Psychology (14 works) · Linguistics (13 works) · Reading and Literacy Development (12 works) · Cognitive psychology (10 works) · Computer Science (10 works) · Vocabulary (8 works) · Developmental psychology (6 works) · Reading (process) (6 works) · Reading comprehension (6 works) · Comprehension (5 works)