Jianhong Mo
Biographic Data
| ID | 4619858 |
|---|---|
| NAME | Jianhong Mo |
| GIVEN NAMES | Jianhong |
| FAMILY NAME | Mo |
| SIGNATURE | MO J |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0003-1481-3099 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The differential effects of mathematical reasoning on macro and micro spatial term comprehension in young 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 …
The effects of emotional background sounds on the word comprehension of typically developing children and children with ADHD
Effects of cognitive flexibility on children’s Pinyin identification: Selective modulation across phonological interference conditions
Cognitive flexibility (CF), a core component of executive function, plays a critical role in children’s early language and literacy development. However, it remains unclear whether and how CF selectively supports children’s identification of Pinyin syllables under different phonological interference conditions. The present study investigated the effects of CF on Pinyin identification amongst Chinese preschool children ( N = 159) from low socioeco…
Shared book reading with AI chatbots: Comparison of the effects of instructional style on children’s language abilities between typical and poor readers
The current study aimed to compare the effects of artificial intelligence (AI)-based chatbots with only autonomy-support (AS) or controlling style (CS) application on children’s language learning outcomes through shared book reading (SBR) activities for young children with different reading competences, namely, typical readers and poor readers. This study recruited 144 typical readers and 142 poor readers from Chinese kindergartens and randomly …
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
This study examined the efficacy of artificial intelligence (AI) chatbot-led shared book reading (SBR) on language development in Chinese kindergarteners with attention deficit hyperactivity disorder (ADHD). A total of 153 children with ADHD were randomly assigned to four groups: SBR with AI chatbot (SBR-AI), SBR with parents (SBR-parents), AI chatbot reading control (AI-control), and parents reading control (control-parents). After a 12-week int…
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading‐related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing during reading activities, benefiting language learning outcomes, fostering reading interest, and re…
Interactive parent–child reading in a dialect: Its effects on children's language abilities and language transfer
Background Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects. Meth…
Effects of dialogic reading elements on children's language development
Background Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and the…
Impacts of cognitive flexibility on central word identification: Evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
Longitudinal Relationship between Bullying Victimization and Non-Suicidal Self-Injury among Chinese Adolescents: The Buffering Roles of Gratitude and Parental Autonomy Support
Drawing on the resilience-oriented socioecological framework, the current study contributes to scarce scholarship by exploring intrapersonal (i.e., gratitude) and interpersonal (i.e., parental autonomy support) factors in the longitudinal association between bullying victimization and adolescent non-suicidal self-injury (NSSI). Participants were 238 Chinese adolescents ( M age at Time 1 (T1) = 13.45 years; 106 girls and 132 boys) based on a two-w…
Career interventions and social well-being among non-engaged youth: Examining the mediating effects of career competency
Although it is widely acknowledged that non-engaged youth (NEY) face different disadvantages in their school-to-work transitions, less attention has been paid to examining the impact of career interventions on NEY’s career competency and social well-being. In our study, using data collected in the [email protected] community intervention project, we systematically investigated the effects of six career interventions—developing interest, awareness…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
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 …
Testing the career adaptability model with senior high school students in Hong Kong
Mediating Effects of Emotional Support Reception and Provision on the Relationship between Group Interaction and Psychological Well-Being: A Study of Young Patients
While it is well-established that mutual aid groups are effective in the psychological rehabilitation of vulnerable individuals, few studies have thoroughly investigated the dynamic mechanism of how psychological well-being improves through mutual aid groups of young patients with chronic health conditions. In connection with several existing theories (i.e., the helper therapy principle, equity theory, the norm of reciprocity, and the concept of …
Development and Validation of the Youth Career Development Competency Scale: A Study Based on Hong Kong Youth
The challenging labor market conditions concomitant with economic globalization and advanced technology have made youth career development competency (YCDC)-young people's ability to navigate transitions through education into productive and meaningful employment-especially important. The present study aims to develop a holistic instrument to measure YCDC in Hong Kong, which has rarely been investigated in past studies. The sample consisted of 68…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
Career interventions and social well-being among non-engaged youth: Examining the mediating effects of career competency
Although it is widely acknowledged that non-engaged youth (NEY) face different disadvantages in their school-to-work transitions, less attention has been paid to examining the impact of career interventions on NEY’s career competency and social well-being. In our study, using data collected in the [email protected] community intervention project, we systematically investigated the effects of six career interventions—developing interest, awareness…
Mediating Effects of Emotional Support Reception and Provision on the Relationship between Group Interaction and Psychological Well-Being: A Study of Young Patients
While it is well-established that mutual aid groups are effective in the psychological rehabilitation of vulnerable individuals, few studies have thoroughly investigated the dynamic mechanism of how psychological well-being improves through mutual aid groups of young patients with chronic health conditions. In connection with several existing theories (i.e., the helper therapy principle, equity theory, the norm of reciprocity, and the concept of …
Development and Validation of the Youth Career Development Competency Scale: A Study Based on Hong Kong Youth
The challenging labor market conditions concomitant with economic globalization and advanced technology have made youth career development competency (YCDC)-young people's ability to navigate transitions through education into productive and meaningful employment-especially important. The present study aims to develop a holistic instrument to measure YCDC in Hong Kong, which has rarely been investigated in past studies. The sample consisted of 68…
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 …
Testing the career adaptability model with senior high school students in Hong Kong
Impacts of cognitive flexibility on central word identification: Evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
Longitudinal Relationship between Bullying Victimization and Non-Suicidal Self-Injury among Chinese Adolescents: The Buffering Roles of Gratitude and Parental Autonomy Support
Drawing on the resilience-oriented socioecological framework, the current study contributes to scarce scholarship by exploring intrapersonal (i.e., gratitude) and interpersonal (i.e., parental autonomy support) factors in the longitudinal association between bullying victimization and adolescent non-suicidal self-injury (NSSI). Participants were 238 Chinese adolescents ( M age at Time 1 (T1) = 13.45 years; 106 girls and 132 boys) based on a two-w…
Career interventions and social well-being among non-engaged youth: Examining the mediating effects of career competency
Although it is widely acknowledged that non-engaged youth (NEY) face different disadvantages in their school-to-work transitions, less attention has been paid to examining the impact of career interventions on NEY’s career competency and social well-being. In our study, using data collected in the [email protected] community intervention project, we systematically investigated the effects of six career interventions—developing interest, awareness…
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development
Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their par…
Effects of dialogic reading elements on children's language development
Background Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and the…
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading‐related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing during reading activities, benefiting language learning outcomes, fostering reading interest, and re…
Interactive parent–child reading in a dialect: Its effects on children's language abilities and language transfer
Background Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects. Meth…
The differential effects of mathematical reasoning on macro and micro spatial term comprehension in young 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 …
The effects of emotional background sounds on the word comprehension of typically developing children and children with ADHD
Effects of cognitive flexibility on children’s Pinyin identification: Selective modulation across phonological interference conditions
Cognitive flexibility (CF), a core component of executive function, plays a critical role in children’s early language and literacy development. However, it remains unclear whether and how CF selectively supports children’s identification of Pinyin syllables under different phonological interference conditions. The present study investigated the effects of CF on Pinyin identification amongst Chinese preschool children ( N = 159) from low socioeco…
Shared book reading with AI chatbots: Comparison of the effects of instructional style on children’s language abilities between typical and poor readers
The current study aimed to compare the effects of artificial intelligence (AI)-based chatbots with only autonomy-support (AS) or controlling style (CS) application on children’s language learning outcomes through shared book reading (SBR) activities for young children with different reading competences, namely, typical readers and poor readers. This study recruited 144 typical readers and 142 poor readers from Chinese kindergartens and randomly …
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
This study examined the efficacy of artificial intelligence (AI) chatbot-led shared book reading (SBR) on language development in Chinese kindergarteners with attention deficit hyperactivity disorder (ADHD). A total of 153 children with ADHD were randomly assigned to four groups: SBR with AI chatbot (SBR-AI), SBR with parents (SBR-parents), AI chatbot reading control (AI-control), and parents reading control (control-parents). After a 12-week int…
Psychology (11 works) · Reading and Literacy Development (9 works) · Developmental psychology (8 works) · Literacy (7 works) · Pedagogy (7 works) · Reading comprehension (7 works) · Linguistics (6 works) · Medicine (5 works) · Attention Deficit Hyperactivity Disorder (4 works) · Language development (4 works)