Li Hai Tan
Biographic Data
| ID | 5009745 |
|---|---|
| NAME | Li Hai Tan |
| GIVEN NAMES | Li Hai |
| FAMILY NAME | Tan |
| SIGNATURE | TAN L H |
| AFFILIATIONS | Department of Linguistics, and Vice Chancellor's Office, University of Hong Kong, Pokfulam Road, Hong Kong, China; Georgetown University Medical Center, Washington, DC 20057; and Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 12560 |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Resolving the mystery of Chinese developmental dyslexia: In Search of Predictors and Early Markers
Developmental dyslexia is a specific learning disability for which early identification and intervention are crucial. In alphabetic languages, phonological awareness and letter naming are well-established early markers of reading disorders. For developmental dyslexia in Chinese, a language that differs from alphabetic languages in multiple aspects, little is known about its early markers. Here, we report findings from a 2.5-year longitudinal beha…
Is phonological deficit a necessary or sufficient condition for Chinese reading disability
While phonological skills have been found to be correlated with reading across different writing systems, recent findings have shown that developmental dyslexia in Chinese individuals has multiple deficits, and no single factor has ever been identified as crucial for learning this writing system. To examine whether a deficit in the phonological or another cognitive domain is a necessary or sufficient condition for Chinese reading disability, this…
Acupoint-brain (acubrain) mapping: Common and distinct cortical language regions activated by focused ultrasound stimulation on two language-relevant acupoints
The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by …
Reading depends on writing, in Chinese
Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is man…
No prominent works on this page.
The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by …
Reading depends on writing, in Chinese
Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is man…
Acupoint-brain (acubrain) mapping: Common and distinct cortical language regions activated by focused ultrasound stimulation on two language-relevant acupoints
Is phonological deficit a necessary or sufficient condition for Chinese reading disability
While phonological skills have been found to be correlated with reading across different writing systems, recent findings have shown that developmental dyslexia in Chinese individuals has multiple deficits, and no single factor has ever been identified as crucial for learning this writing system. To examine whether a deficit in the phonological or another cognitive domain is a necessary or sufficient condition for Chinese reading disability, this…
Resolving the mystery of Chinese developmental dyslexia: In Search of Predictors and Early Markers
Developmental dyslexia is a specific learning disability for which early identification and intervention are crucial. In alphabetic languages, phonological awareness and letter naming are well-established early markers of reading disorders. For developmental dyslexia in Chinese, a language that differs from alphabetic languages in multiple aspects, little is known about its early markers. Here, we report findings from a 2.5-year longitudinal beha…
Cognition (4 works) · Phonology (4 works) · Psychology (4 works) · Reading (process) (4 works) · Reading and Literacy Development (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Dyslexia (3 works) · Linguistics (3 works) · Phonological awareness (3 works)