Urs Maurer
Biographic Data
| ID | 4597285 |
|---|---|
| NAME | Urs Maurer |
| GIVEN NAMES | Urs |
| FAMILY NAME | Maurer |
| SIGNATURE | MAURER U |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-4156-8597 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unique predictors of cognitive-linguistic skills in English word reading through online assessment
Successful readers of English must integrate their knowledge of word sounds (phonological awareness), meaning (morphosyntactic knowledge), and printed form (orthographic knowledge). Although various cognitive-linguistic skills are recognized as critical predictors of word reading, relatively little attention has been given to how these skills can be assessed online. To support English learners in various contexts, this study aimed to validate an …
Do digital technology – reading links differ between English and Chinese? Considering language systems and school contexts
The rapid expansion of digital technology in education has reshaped how students read. Whether its associations with reading differ across language systems remains a central yet underexamined question for research and practice. Drawing on data from the Programme for International Student Assessment (PISA) 2018 and 2022 in Hong Kong and Singapore, we examined how digital technology used for leisure and for learning relates to reading outcomes in E…
Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children
The present study investigated the roles of various cognitive-linguistic skills in predicting poor reader status concurrently and longitudinally with a sample of Hong Kong Chinese primary school children. Children from grade 1 to grade 3 ( n = 358) were measured on tests of Chinese word reading, phonological awareness (PA), morphological awareness (MA), orthographic awareness (OA), rapid automatized naming (RAN), and delayed copying (DC) individu…
Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin data
The present study examined 1) basic biliteracy difficulty subtypes in Chinese (L1) and English (L2) Hong Kong Chinese children, 2) genetic-versus-environmental aetiologies for the subtypes, and 3) the moderating role of SES and school language use in the aetiologies. Four hundred fifty-six twin pairs (91.08 ± 13.20 months, 50% female) were assessed on Chinese and English word reading and spelling skills. Results of latent profile analysis identif…
Neural tuning for Chinese characters in adult Chinese L2 learners: Evidence from an ERP study
Neural tuning for visual words is essential for fluent reading across various scripts. This study investigated the emergence and development of N170 tuning for Chinese characters and its cognitive–linguistic correlates. Electroencephalogram data from 48 adult L2 learners and 23 native Chinese readers were collected using a color detection task. The N170 for real characters, pseudo-characters, false characters, stroke combinations and line drawing…
Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families
We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on w…
EEG N1 Specialization to Print in Chinese Primary School Students: Developmental Trajectories, Longitudinal Changes, and Individual Differences
Neural specialization for print can be indexed by the left-lateralized N1 response as a tuning gradient to visual words, indicated by sensitivity (character vs. visual control) and selectivity (character vs. character-like stimuli). Forty-five Chinese children (20 boys) were recorded with EEG twice with a 2-year interval during a character decision task (T1, 2016-2017: 7–9 years old; T2, 2018-2020: 9–11). Character N1 amplitude decreased faster w…
Cognitive bases of bilingual morphological awareness: Evidence from Hong Kong Chinese children
Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( M age = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory …
The effects of input and output modalities on language switching between Chinese and English
Language control is important for bilinguals to produce words in the right language. While most previous studies investigated language control using visual stimuli with vocal responses, language control regarding auditory stimuli and manual responses was rarely examined. In the present study, an alternating language switching paradigm was used to investigate language control mechanism under two input modalities (visual and auditory) and two outpu…
Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
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Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
Cognitive mechanisms underlying reading and spelling development in five European orthographies
The effects of input and output modalities on language switching between Chinese and English
Language control is important for bilinguals to produce words in the right language. While most previous studies investigated language control using visual stimuli with vocal responses, language control regarding auditory stimuli and manual responses was rarely examined. In the present study, an alternating language switching paradigm was used to investigate language control mechanism under two input modalities (visual and auditory) and two outpu…
Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( M age = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory …
Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children
Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin data
The present study examined 1) basic biliteracy difficulty subtypes in Chinese (L1) and English (L2) Hong Kong Chinese children, 2) genetic-versus-environmental aetiologies for the subtypes, and 3) the moderating role of SES and school language use in the aetiologies. Four hundred fifty-six twin pairs (91.08 ± 13.20 months, 50% female) were assessed on Chinese and English word reading and spelling skills. Results of latent profile analysis identif…
Neural tuning for Chinese characters in adult Chinese L2 learners: Evidence from an ERP study
Neural tuning for visual words is essential for fluent reading across various scripts. This study investigated the emergence and development of N170 tuning for Chinese characters and its cognitive–linguistic correlates. Electroencephalogram data from 48 adult L2 learners and 23 native Chinese readers were collected using a color detection task. The N170 for real characters, pseudo-characters, false characters, stroke combinations and line drawing…
Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families
We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on w…
EEG N1 Specialization to Print in Chinese Primary School Students: Developmental Trajectories, Longitudinal Changes, and Individual Differences
Neural specialization for print can be indexed by the left-lateralized N1 response as a tuning gradient to visual words, indicated by sensitivity (character vs. visual control) and selectivity (character vs. character-like stimuli). Forty-five Chinese children (20 boys) were recorded with EEG twice with a 2-year interval during a character decision task (T1, 2016-2017: 7–9 years old; T2, 2018-2020: 9–11). Character N1 amplitude decreased faster w…
Cognitive bases of bilingual morphological awareness: Evidence from Hong Kong Chinese children
Unique predictors of cognitive-linguistic skills in English word reading through online assessment
Successful readers of English must integrate their knowledge of word sounds (phonological awareness), meaning (morphosyntactic knowledge), and printed form (orthographic knowledge). Although various cognitive-linguistic skills are recognized as critical predictors of word reading, relatively little attention has been given to how these skills can be assessed online. To support English learners in various contexts, this study aimed to validate an …
Do digital technology – reading links differ between English and Chinese? Considering language systems and school contexts
The rapid expansion of digital technology in education has reshaped how students read. Whether its associations with reading differ across language systems remains a central yet underexamined question for research and practice. Drawing on data from the Programme for International Student Assessment (PISA) 2018 and 2022 in Hong Kong and Singapore, we examined how digital technology used for leisure and for learning relates to reading outcomes in E…
Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children
The present study investigated the roles of various cognitive-linguistic skills in predicting poor reader status concurrently and longitudinally with a sample of Hong Kong Chinese primary school children. Children from grade 1 to grade 3 ( n = 358) were measured on tests of Chinese word reading, phonological awareness (PA), morphological awareness (MA), orthographic awareness (OA), rapid automatized naming (RAN), and delayed copying (DC) individu…
Reading and Literacy Development (12 works) · Psychology (10 works) · Linguistics (8 works) · Literacy (8 works) · Cognitive psychology (6 works) · Developmental psychology (6 works) · Phonological awareness (6 works) · Language Development and Disorders (5 works) · Psycholinguistics (5 works) · Cognition (4 works)