Catrina Liu
Biographic Data
| ID | 4619877 |
|---|---|
| NAME | Catrina Liu |
| GIVEN NAMES | Catrina |
| FAMILY NAME | Liu |
| SIGNATURE | LIU C |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-2857-5343 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills
The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong
Background The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods In this study, 176 second‐year kindergarten children ( Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed i…
Impacts of home literacy environment on children’s English language learning as a second language
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also …
The role of cumulative family risks in the relationship between executive functioning and school readiness
Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children
Rh Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and verbal-visual), phonological awareness, orthographic knowledge, executive functioning skills of working memory and i…
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
The relationship between paired associate learning and Chinese word reading in kindergarten children
Background Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods A total of 204 second‐year kindergarten children from Mainland China were assessed on measures of PAL, including the four mapping conditions of PAL: visual–verbal, verbal–verbal, visua…
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong
Background The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods In this study, 176 second‐year kindergarten children ( Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed i…
The role of cumulative family risks in the relationship between executive functioning and school readiness
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
The relationship between paired associate learning and Chinese word reading in kindergarten children
Background Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods A total of 204 second‐year kindergarten children from Mainland China were assessed on measures of PAL, including the four mapping conditions of PAL: visual–verbal, verbal–verbal, visua…
Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children
Rh Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and verbal-visual), phonological awareness, orthographic knowledge, executive functioning skills of working memory and i…
Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading
Impacts of home literacy environment on children’s English language learning as a second language
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also …
The role of cumulative family risks in the relationship between executive functioning and school readiness
The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong
Background The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods In this study, 176 second‐year kindergarten children ( Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed i…
When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills
Psychology (8 works) · Reading and Literacy Development (8 works) · Developmental psychology (7 works) · Literacy (7 works) · Linguistics (6 works) · Phonological awareness (6 works) · Cognition (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Vocabulary (4 works)