Publications

Chung, K. K. H., Yuen, K. C. P., McInerney, D. M. (Eds.) (2014). Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages: International Perspectives. Charlotte, N.C.: Information Age Pub. Inc. EdUHK Rank B

Chung, K. K. H., Lam, C. B+., & Liew, J. (2022). Studying children’s social-emotional development in school and at home through a cultural lens. Early Education and Development, 33(5), 739-938. 

1. 1. Wang, L C., & Chung, K. K. H. (2025).  Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities. Annals of Dyslexia, Advance online publication. https://doi.org/10.1007/s11881-021-00218-0 (2023 JCR Impact Factor: 2.1; Q1 in Education, Special; EdUHK Rank A)

   2. Leung, T. Y@., Lam C. B., & Chung, K. K. H. (2025). Organizational, interpersonal, and intrapersonal resources are uniquely associated with physical, psychological, and occupational well-being among Chinese kindergarten teachers.  Journal of Early Childhood Research.  Advance online publication. https://doi.org/10.1177/1476718X251339307 (2023 JCR impact factor: 1.8; Q2 in Education and Educational Research)

   3. Lam, C. B., Lam, A. H. W#., Li, X., & Chung, K. K. H. (2025). Mindful parenting mediates the association of family economic pressure with child adjustment: A longitudinal study. Journal of Family Psychology. 39(4), 515-525. https://doi.org/10.1037/fam0001337 (2023 JCR impact factor: 2.3; Q2 in Family Studies)

   4. Eguia, K. F., Cheung, S. K., Chung, K. K. H., & Capio, C. M. (2025). Children Suspected for Developmental Coordination Disorder in Hong Kong and Associated Health-Related Functioning: A Survey Study. Disabilities 5, 32. https://doi.org/10.3390/disabilities5010032

   5. Li, X., Lam, C. B., & Chung, K. K. H. (2025). The longitudinal association of family stress with child adjustment: The mediating roles of mother- and father-child conflict. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-024-01834-2 (2023 JCR impact factor: 2.3; Q1 in Education and Educational Research)

   6. Leung, T. Y@., Lam C. B., & Chung, K. K. H. (2025). Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachers. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-024-01819-1 (2023 JCR impact factor: 2.3; Q1 in Education and Educational Research)

   7. Liu, C. C., & Chung, K. K. H*. (2025). The longitudinal interplay between father-child and mother-child home literacy activities and Children's learning English as a second language in Hong Kong. Journal of Research in Reading, 48(1), 63-82. https://doi.org/10.1111/1467-9817.12476 (2023 JCR Impact Factor: 2.0; Q2 in Education & Educational Research; EdUHK Rank A)

   8. Lee, A. S. Y., Fung, W. K., Chung, K. K. H., Datu, J. A. D., & Cheung, R. Y. M. (2025). The benefits of PROSPER-based intervention for international preschool teachers in Hong Kong: Evidence from the EASP program. Psychology in the Schools, 62(3), 690-701. https://doi.org/10.1002/pits.23346 (2023 JCR Impact Factor: 1.8; Q1 in Education)

   9. Wang, L C., Chung, K. K. H. & Jhuo, RA. (2025). The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD. Reading and Writing. 38, 1-22. https://doi.org/10.1007/s11145-024-10520-z (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   10. Chan, K.^, Yeung, P-S., & Chung, K. K. H*. (2025). The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties. Reading and Writing.38, 273-291. https://doi.org/10.1007/s11145-024-10513-y (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   11. Lin, S.-Y^., Ho, B. P. K., & Chung, K. K. H*.(2024). Do early childhood teachers develop multicultural teaching competence by participating in professional development? Teacher Development. Advance online publication. (2023 JCR Impact Factor: 1.8; Q2 in Education) https://doi.org/10.1080/13664530.2024.2429398

   12. Yeung, P-S., Chung, K .K. H., Chan, D.W., & Chan, E. S.W (2024). Relationships of writing self- efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children. Reading and Writing, 38, 225-271. https://doi.org/10.1007/s11145-024-10512-z. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   13. Lam, C. B., & Chung K. K. H. (2024). Mindfulness mediates the longitudinal associations of problematic smartphone use and psychological, social, and cognitive adjustment. Mindfulness, 15, 2919–2928. https://doi.org/10.1007/s12671-024-02473-9 (2023 JCR impact factor: 3.1; Q1 in Psychology, Clinical)

   14. Lam, C. B., Li, X., & Chung, K. K. H*. (2024). Improving Chinese children’s socioemotional competence, behavioral adjustment, and pre-academic skills: Impacts of the 3Es Program. Early Childhood Research Quarterly, 68, 13-23. https://doi.org/10.1016/j.ecresq.2024.03.002 (2023 impact factor: 3.2; Q1 in Education and Educational Research)

   15. Li, X., Lam, C. B., & Chung, K. K. H. (2024). Child behavioral problems and parental adjustment: Family, interparental, and parent–child processes as simultaneous mediators. American Journal of Orthopsychiatry, 94(6), 714–723. https://doi.org/10.1037/ort0000757 (2023 JCR impact factor: 2.3; Q1 in Social Work)

   16. Li, X., Lam, C. B., & Chung, K. K. H. (2024). Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China. British Journal of Educational Psychology, 94(2), 661-679. https://doi.org/10.1111/bjep.12672 (2023 Impact Factor: 3.1; Q1 in Psychology, Educational)

   17. Cheng W.Y#., Cheung R.Y.M., & Chung K. K. H. (2024) The role of family conflict and cohesion in adolescents’ social responsibility: Emotion regulation ability as a mediator. PLoS ONE 19(9): e0311265. https://doi.org/10.1371/journal.pone.0311265

   18. Lee, A. S^., Fung, W. K., & Chung, K. K. H. (2024). Empowering the helping hands: A positive psychological intervention for enhancing work engagement and reducing stress among preschool social workers in Hong Kong. Stress and Health. e3471. https://doi.org/10.1002/smi.3471 (2023 JCR impact factor: 3.0; Q2 in Psychiatry; EdUHK Rank A)

   19. Wan, A. W. L@., Chung, K. K. H., Li, J. B., Xu, S. S., & Chan, D. K. C. (2024). A report card assessment of the prevalence of healthy eating among preschool-aged children: a cross-cultural study across Australia, Hong Kong, Singapore, and the US. Frontiers in Nutrition, 11, 1428852. https://doi.org/10.3389/fnut.2024.1428852 (2023 JCR impact factor: 4.0; Q2 in Nutrition and Dietetics)

   20. Liu, C. C@., Lee, A. S. Y^., & Chung, K. K. H. (2024). The role of cumulative family risks in the relationship between executive functioning and school readiness. Children and Youth Services Review, 164, 107874. https://doi.org/10.1016/j.childyouth.2024.107874 (2023 JCR impact factor: 2.4; Q1 in Family Studies; EdUHK Rank A)

   21. Fung, W. K., & Chung, K. K. H. (2024) Playfulness and Kindergarten Children's Academic Skills: Executive Functions and Creative Thinking Processes as Mediators?. The Journal of Creative Behavior, 58 (3), 342-355. https://doi.org/10.1002/jocb.654 (2023 JCR impact factor: 2.8; Q2 in Psychology, Educational; EdUHK Rank A*)

   22. Wan, A. W@., Chung, K. K. H., Li, J. B., & Chan, D. K. (2024). Healthy Eating Report Card for Pre- school Children in Hong Kong. Hong Kong Medical Journal, 30(4), 209–17. https://doi.org/10.12809/hkmj2210649 (2023 JCR impact factor: 3.1; Q1 in Medicine, General and Internal, Educational; EdUHK Rank B)

   23. Lee, A. S. Y^., Fung, W. K., Chan, D. K., & Chung, K. K. H. (2024). The effectiveness of a positive psychological intervention for promoting preschool teachers' well‐being and professional competence: EASP intervention program. Applied Psychology: Health and Well‐Being, 16(4), 1626-1658. https://doi.org/10.1111/aphw.12544 (2023 JCR impact factor: 3.8; Q1 Psychology, Applied; EdUHK Rank A)

   24. Wan, A. W. L@., Chung, K. K. H., Li, J. B., Xu, S. S., & Chan, D. K. C. (2024). An assessment tool for the International Healthy Eating Report Card for preschool-aged children: A cross-cultural validation across Australia, Hong Kong, Singapore, and the US. Frontiers in Nutrition, 11, 1340007. https://doi.org/10.3389/fnut.2024.1340007 (2023 JCR impact factor: 4.0; Q2 in Nutrition and Dietetics)

   25. Lin, S. Y^., & Chung, K. K. H*. (2004). Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs. Social Psychology of Education, 27, 3573-3595. https://doi.org/10.1007/s11218-024-09893-4 (2023 JCR impact factor: 3.2; Q1 in Psychology, Education; EdUHK Rank A)

   26. Wang, L. C., & Chung, K. K. H. (2024). The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities. The Internet and Higher Education, 62, 100947. https://doi.org/10.1016/j.iheduc.2024.100947 (2023 JCR impact factor: 6.4; Q1 in Education and Educational Research; EdUHK Rank A*)

   27. Lee, A. S. Y^., Datu, J. A. D+., Chung, K. K. H., Fung, W. K., Cheung, R. Y. M.+ (2024). Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong. Family Process. 63(4) 1807-1825. https://doi.org/10.1111/famp.12979 (2023 JCR impact factor: 2.6; Q1 in Family Studies; EdUHK Rank A)

   28. Lin, S. Y^., Chung, K. K. H*., & Lam, C. B. (2024). The joint effects of individual-level and classroom- level teacher-child relationships on children’s psychosocial adjustment: A longitudinal study. International Journal of Behavioral Development, 48(3), 249-260. https://doi.org/10.1177/01650254231223520. (2023 JCR impact factor: 2.4; Q2 in Psychology, Developmental; EdUHK Rank A)

   29. Chung, K. K. H*., Lam, C. B+., Chan, K. S. C., Lee, A. S. Y^., Liu, C., & Wang, L. C. (2024). Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia? Journal of Learning Disabilities, 57(2), 106-119. https://doi.org/10.1177/00222194231181914 (2023 JCR impact factor: 2.4; Q1 in Education, Special; EdUHK Rank A*)

   30. Fung, W. K., & Chung, K. K. H. (2024). Interrelationships among parental play belief, household playfulness, school play behaviors, and social competence of kindergarten children. Journal of Leisure Research, 1–21, 55 (4), 546-566.
       https://doi.org/10.1080/00222216.2023.2297251 (2023 JCR impact factor: 2.5; Q1 in Sociology; EdUHK Rank A)

   31. Wang, L. C., Liu, D., Lin, H. H., Chung, K. K. H., & Xu, Z. (2024). The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia. Exceptional Children, 90(3), 295-312. https://doi.org/10.1177/00144029231220308 (2023 JCR impact factor: 2.2; Q1 in Education, Special; EdUHK Rank A)

   32. Li, J.-B., Zhang, R., Dou, K., Cheung, R. Y. M., Ho, H. C. Y., & Chung, K. K. H. (2024). Parental self- control facilitates adolescent psychological adjustment sequentially through parents’ perceived stress/mindful parenting and adolescent self-control. Journal of Family Psychology, 38(1), 59-70. https://doi.org/10.1037/fam0001172 (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   33. Liu, C. C^., & Chung, K. K. H*. (2024). Impacts of home literacy environment on children’s English language learning as a second language. European Journal of Psychology of Education, 39, 1421–1439. https://doi.org/10.1007/s10212-023-00745-x (2023 JCR impact factor: 2.7; Q2 in Psychology, Educational; EdUHK Rank A)

   34. Xu, Z., Wang, L. C., Chung, K. K. H., Zhang, X., Li, N., & Liu, D. (2024). Contributions of cognitive flexibility to reading comprehension in Chinese beginning readers. Reading and Writing, 37, 2025-2048. https://doi.org/10.1007/s11145-023-10451-1 (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   35. Lee, A. S. Y^., Fung, W. K., & Chung, K. K. H. (2024). Reciprocal Relationships Between Early Childhood Education Teachers’ Well-Being and Self-efficacy: A Cross-Lagged Panel Design. The Asia- Pacific Education Researcher, 33, 603-614. https://doi.org/10.1007/s40299-023-00756-8 (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   36. Fung, W. K., & Chung, K. K. H. (2023). Overexcitabilities and bidirectional development in playfulness and creative potential among kindergarten children. Psychology of Aesthetics, Creativity, and the Arts, Advance online publication. https://doi.org/10.1037/aca0000633 (2023 JCR impact factor: 2.7; Q1 in Psychology, Experimental; EdUHK Rank N/A)

   37. Xu, S. S., Leung, K., Wong, T. W. L., Chung, K. K. H., & Chan, D. K. C. (2023). Physical activity and health-related fitness among Chinese older women: A test of self-determination theory. Asian Journal of Sport and Exercise Psychology, 3(2), 107–113. https://doi.org/10.1016/j.ajsep.2023.08.001 (2023 JCR Impact Factor: 2.0, Q2 in Hospitality, Leisure, Sport and Tourism; EdUHK Rank N/A)

   38. Chan, K^., Chung, K. K. H*., & Lam, C. B. (2023). What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia? Dyslexia, 29(4), 369–384. https://doi.org/10.1002/dys.1748 (2023 JCR impact factor: 1.19; Q2 in Education, Special; EdUHK Rank B)

   39. Fung, W. K., & Chung, K. K. H. (2023). Longitudinal association between children’s mastery motivation and cognitive school readiness: Executive functioning and social-emotional competence as potential mediators. Journal of Experimental Child Psychology, 234, Article 105712. https://doi.org/10.1016/j.jecp.2023.105712. (2023 JCR impact factor: 1.8; Q3 in Psychology, Experimental; EdUHK Rank B)

   40. Fung, W. K., & Chung, K. K. H. (2023). Association between children’s home play opportunity and school readiness: Object and social mastery motivation as mediators? Early Education and Development, 34(6), 1476–1487. https://doi.org/10.1080/10409289.2022.2153354 (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   41. Kam, A. C. S., Lau, P. S. H., Yuen, K. C. P., Poon, K. K. Y., & Chung, K. K. H. (2023). Assistive listening devices for Chinese children with dyslexia: abridged secondary publication. Hong Kong Medical Journal, 29 (3 Supplement 3). (2023 JCR impact factor: 3.1; Q1 in Medicine, General and Internal, Educational; EdUHK Rank B)

   42. Lin, S. Y^., Ng, C. S. M., Chung, K. K. H., & To-Chan, S. P. (2023). Teachers’ changed perceptions of pupils’ motivation for learning through professional development: the moderating role of classroom ethnic composition. Journal of Education for Teaching, 49(3), 475–490. https://doi.org/10.1080/02607476.2022.2135426 (2023 JCR impact factor: 1.6; Q2 Education, Educational Research; EdUHK Rank A)

   43. Datu, J. A. D., Lee, A. S. Y^., & Chung, K. K. H. (2023). Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong. Applied Psychology: Health and Well‐Being, 15(4), 1446–1471. https://doi.org/10.1111/aphw.12446 (2023 JCR impact factor: 3.8; Q1 Psychology, Applied; EdUHK Rank A)

   44. Fung, W. K., & Chung, K. K. H. (2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness. European Early Childhood Education Research Journal, 31(5), 797–810. https://doi.org/10.1080/1350293X.2023.2200018 (2023 JCR impact factor: 1.8; Q2 in Education, Educational Research; EdUHK Rank B)

   45. Lee, A. S. Y^., Datu, J. A. D., Chan, D. K., Lau, E. Y. H., Fung, W. K., Cheng, R. W. Y., & Chung, K. K. H. (2023). The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial. Educational Psychology, 43(2–3), 228–245. https://doi.org/10.1080/01443410.2023.2189649 (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   46. Wang, L.-C., Liu, D., Chung, K. K. H., Yun, Y. N., Xu, Z., Tai, P. L. A., Kuo, H.-C., & Chang, C.-C. (2023). The relationship between auditory temporal processing, phonological processing, and reading in Hong Kongese and Taiwanese children: From kindergarten to primary school. Journal for the Study of Education and Development, 46(3), 592–624. https://doi.org/10.1080/02103702.2023.2197348 (2023 JCR impact factor: 1.0; Q4 Psychology, Developmental; EdUHK Rank C)

   47. Fung, W. K., & Chung, K. K. H. (2023). Longitudinal Association between Children’s Mastery Motivation and Cognitive School Readiness: Executive Functioning and Social-emotional Competence as Potential Mediators. Journal of Experimental Child Psychology, 234, Article 105712. https://doi.org/10.1016/j.jecp.2023.105712 (2023 JCR impact factor: 1.8; Q3 in Psychology, Experimental; EdUHK Rank B)

   48. Cheung, R. Y. M., & Chung, K. K. H. (2023). Interparental conflict and mindful parenting practices: Transactional effects between mothers and fathers. Journal of Marriage and Family, 85(1), 280–292 https://doi.org/10.1111/jomf.12868 (2023 JCR impact factor: 2.7; Q1 in Family Studies; EdUHK Rank A*)

   49. Fung, W. K., Chung, K. K. H*., & Lam, C. B. (2023). The longitudinal associations of household economic pressure and home chaos with children’s executive functioning, word reading, and school readiness. Child & Youth Care Forum, 52, 1299–1321. https://doi.org/10.1007/s10566-023-09733-0 (2023 JCR impact factor: 1.7; Q3 in Psychology, Developmental; EdUHK Rank A)

   50. Lam, C. B., & Chung, K. K. H. (2023). Maternal warmth moderates the longitudinal associations of family economic pressure with early word reading and writing skills among Chinese children. Learning and Individual Differences, 101, Article 102246. https://doi.org/10.1016/j.lindif.2022.102246 (2023 JCR impact factor: 3.8; Q1 in Psychology, Educational; EdUHK Rank A)

   51. Cheung, R. Y. M., Cheng, W. Y., Li, J.B., Lau, E. Y. H., & Chung, K. K. H*. (2022). Mothers’ and fathers’ stress and severity of depressive symptoms during the COVID-19 pandemic: actor-partner effects with parental negative emotions as a moderator. BMC Psychology, 10, Article 294. https://doi.org/10.1186/s40359-022-01016-y (2023 JCR impact factor: 2.7; Q1 in Psychology, Multidisciplinary; EdUHK Rank B)

   52. Capio, C. M., Jones, R. A., Ng, C. S. M., Sit, C. H. P., & Chung, K. K. H. (2022). Movement guidelines for young children: Engaging stakeholders to design dissemination strategies in the Hong Kong early childhood education context. Frontiers in Public Health, 10, Article 1007209. https://doi.org/10.3389/fpubh.2022.1007209 (2023 JCR impact factor: 3.0; Q1 in Public, Environmental and Occupational Health; EdUHK Rank A)

   53. Fung, W. K., & Chung, K. K. H. (2022). Overexcitabilities and creative potential in the kindergarten context: The mediating role of children's playfulness. Thinking Skills and Creativity, 46, Article 101197. https://doi.org/10.1016/j.tsc.2022.101197 (2023 JCR Impact Factor: 3.5; Q1 in Education & Educational Research; EdUHK Rank A)

   54. Lee, A. S^. Y., Sun#*, Y., & Chung, K. K. H. (2022). Linking university students’ mindfulness to positive adjustment amidst COVID-19 pandemic: A 6-month cross-lagged panel design. Mindfulness, 13, 3080– 3090. https://doi.org/10.1007/s12671-022-02014-2 (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   55. Lee, A. S. Y^., Fung, W. K., Datu, J. A. D., & Chung, K. K. H. (2022). Well-being profiles of pre-service teachers in Hong Kong: Associations with teachers’ self-efficacy during the COVID-19 pandemic. Psychological reports, Advance online publication. https://doi.org/10.1177/00332941221127631. (2023 JCR impact factor: 1.7; Q2 in Psychology, Multidisciplinary; EdUHK Rank B)

   56. Lin, S. Y^., Ng, C. S. M., Chung, K. K. H., & To-Chan, S. (2022). Teachers’ changed perceptions of pupils’ motivation for learning through professional development: The moderating role of classroom ethnic composition. Journal of Education for Teaching, 49(3), 475–490. https://doi.org/10.1080/02607476.2022.2135426 (2023 JCR impact factor: 1.6; Q2 Education, Educational Research; EdUHK Rank A)

   57. Wang, L. C., Xu, Z., Liu, D., Kwan-Chen, L. L. Y., Chung, K. K. H., Cho, H. Y., & Chen, J. K. (2022). Age differences in the relation between Chinese students’ prosodic sensitivity and reading comprehension: From nine to fifteen years. Cognitive Development, 64, Article 101234. https://doi.org/10.1016/j.cogdev.2022.101234 (2023 JCR impact factor: 1.8; Q3 in Psychology and Developmental; EdUHK Rank A)

   58. Datu, J. A. D., Lee, A. S. Y ^., Fung, W. K., Cheung, R. Y. M., & Chung, K. K. H. (2022). Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. Journal of School Psychology, 94, 66–82. https://doi.org/10.1016/j.jsp.2022.08.003 (2023 JCR impact factor: 3.8; Q1 in Psychology and Educational; EdUHK Rank A*)

   59. Liu, C^., & Chung, K. K. H*. (2022). Effects of fathers’ and mothers’ expectations and home literacy involvement on their children's cognitive–linguistic skills, vocabulary, and word reading. Early Childhood Research Quarterly, 60, 1–12. https://doi.org/10.1016/j.ecresq.2021.12.009. (2023 JCR Impact Factor: 3.2; Q1 in Education and Educational Research; EdUHK Rank A*)

   60. Wang, L. C., Liu, D., Kwan‐Chen, L. L. Y., Chung, K. K. H., & Chen, J. K. (2022). Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading. Dyslexia, 28(3), 342–358. https://doi.org/10.1002/dys.1720. (2023 JCR impact factor: 1.19; Q2 in Education, Special; EdUHK Rank B)

   61. Liew, J., Chung, K. K. H., & Lam, C. B. (2022). If Culture is all around us, where is it in our theories and our research? Early Education and Development, 33(5), 739– 745. https://doi.org/10.1080/10409289.2022.2078618. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   62. Sun, Y#*., Lam, C. B., & Chung, K. K. H*. (2022). Being hopeful and mindful during adversity: A longitudinal study on college students’ adjustment during COVID-19. Mindfulness, 13, 1499–1509. https://doi.org/10.1007/s12671-022-01892-w. (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   63. Li, X^., Lam, C.B., & Chung, K. K. H*. Linking mindfulness to psychological, parenting, and family well-being: an actor-partner interdependence approach. Mindfulness 13, 1281–1291 (2022). https://doi.org/10.1007/s12671-022-01875-x. (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   64. Liu, C^., Chung, K. K. H*., & Tang, P. M#. (2022). Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence. Educational Psychology, 42(5), 530–548. https://doi.org/10.1080/01443410.2022.2060497 (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   65. Lin, S. Y^., & Chung, K. K. H*. (2022). Chronotype and trait self-control as unique predictors of sleep quality in Chinese adults: The mediating effects of sleep hygiene habits and bedtime media use. Plos One, 17(4), Article e0266874. https://doi.org/10.1371/journal.pone.0266874. (2023 JCR impact factor: 2.9; Q1 in Multidisciplinary Sciences; EdUHK Rank A)

   66. Fung, W. K., & Chung, K. K. H. (2022). Parental play supportiveness and kindergartners’ peer problems: Children’s playfulness as a potential mediator. Social Development, 31(4), 1126–1137. https://doi.org/10.1111/sode.12603. (2023 JCR impact factor: 2.0; Q3 in Psychological & Developmental; EdUHK Rank A)

   67. Lam, C. B., Lam, C. S#., & Chung, K. K. H. (2022). Does mindfulness moderate the link of worry about COVID-19 with adjustment? An actor-partner interdependence model approach. Mindfulness, 13(3), 627– 636. https://doi.org/10.1007/s12671-021-01818-y. (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   68. Chung, K. K. H*., Li, X^., Lam, C. B., Fung, W. K., & Liu, C^. (2022). What predicts first- and second‐language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research & Practice, 37(2), 85–99. https://doi.org/10.1111/ldrp.12275. (2023 JCR impact factor: 1.6; Q3 in Education & Special; EdUHK Rank A*)

   69. Cheung, S. K., Cheng, W. Y#., Cheung, R. Y., Lau, E. Y. H., & Chung, K. K. H*. (2022). Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children’s school liking. Learning and Individual Differences, 94, Article 102127. https://doi.org/10.1016/j.lindif.2022.102127. (2023 JCR impact factor: 3.8; Q1 in Psychology, Educational; EdUHK Rank A)

   70. Lam, C. B., Lam, C. S#., & Chung, K. K. H. (2022). Linking maternal involvement in child online learning to child adjustment during the COVID-19 pandemic: The moderating role of maternal mindfulness. Journal of Social and Personal Relationships, 39(6), 1759–1767. https://doi.org/10.1177/02654075211066617. (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   71. Wang, L. C., & Chung, K. K. H. (2022). Do Taiwanese undergraduate students with SLD use different learning strategies than students without these disabilities? Learning Disabilities Research & Practice, 37(1), 6–17. https://doi.org/10.1111/ldrp.12269. (2023 JCR impact factor: 1.9; Q1 in Education & Special; EdUHK Rank A*)

   72. Lin, S. Y., & Chung, K. K. H*. (2021). Risk perception, perception of collective efficacy and sleep quality in Chinese adults during COVID-19 pandemic in Hong Kong: a cross-sectional study. International Journal of Environmental Research and Public Health, 18(21), 11533. https://doi.org/10.3390/ijerph182111533. (2023 JCR Impact Factor: 4.61; Q2 in Environmental Sciences; EdUHK Rank B)

   73. Cheung, R. Y. M., Cheng, W. Y., Li, J. B., Lam, C. B., & Chung, K. K. H. (2021). Parents’ depressive symptoms and child adjustment: The mediating role of mindful parenting and children’s self-regulation. Mindfulness, 12(11), 2729–2742 Reading and Writing. https://doi.org/10.1007/s12671-021-01735-0. (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   74. Liu, C@*., & Chung, K. K. H. (2021). The relationships between paired associate learning and Chinese word writing in kindergarten children. Reading and Writing, 34(8), 2127–2148. https://doi.org/10.1007/s11145-021-10138-5. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   75. Capio, C. M., Ng, C. S. M., Chung, K. K. H., Jones, R. A., & Sit, C. H. (2021). Evaluation of a school- based dissemination of the movement guidelines for young children in Hong Kong: Study protocol. Archives of Public Health, 79(1), 1–9. https://doi.org/10.1186/s13690-021-00705-1. (2023 JCR Impact Factor: 3.2; Q2 in Public, Environmental & Occupational Health; EdUHK Rank B)

   76. Lam, C. B., Chung, K. K. H., Lam, C. S#., & Li, X^. (2021). Linking social-emotional competence to behavioral and academic adjustment among Chinese kindergarten children: A multilevel approach. Early Education and Development, 33(5), 832–845. https://doi.org/10.1080/10409289.2021.1979836. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   77. Cheng, W. Y., Cheung, R. Y. M., & Chung, K. K. H. (2021). Understanding adolescents’ perceived social responsibility: The role of family cohesion, interdependent self-construal, and social trust. Journal of Adolescence, 89(1), 55–62.   https://doi.org/10.1016/j.adolescence.2021.04.001. (2023 JCR Impact Factor: 3.0; Q2 in Psychology & Developmental; EdUHK Rank A)

   78. Fung, W. K., Chung, K. K. H*., & Lam, C. B. (2021). Parental self‐efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization. Family process, 61(2), 779–791. https://doi.org/10.1111/famp.12688. (2023 JCR impact factor: 2.6; Q1 in Family Studies; EdUHK Rank A)

   79. Liu, C@*., & Chung, K. K. H. (2021). Bidirectional relations among paired associate learning, language- specific skills and Chinese word reading in kindergarten children. Early Education and Development, 33(4), 723–738. https://doi.org/10.1080/10409289.2021.1912549. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   80. Fung, W. K., Chung, K. K. H., & He, M. W. J. (2021). Association between children’s imaginational overexcitability and parent‐reported creative potential: Cognitive and affective play processes as potential mediators. The Journal of Creative Behavior, 55(4), 962-969. https://doi.org/10.1002/jocb.501. (2023 JCR impact factor: 2.8; Q2 in Psychology, Educational; EdUHK Rank A*)

   81. Fung, W. K., & Chung, K. K. H. (2021). Associations between overexcitabilities and playfulness of kindergarten children. Thinking Skills and Creativity, 40, Article 100834. https://doi.org/10.1016/j.tsc.2021.100834. (2023 JCR Impact Factor: 3.5; Q1 in Education & Educational Research; EdUHK Rank A)

   82. Lam, C. B., McHale, S. M., Lam, C. S#., Chung, K. K. H., & Cheung, R. Y. M+. (2021). Sibling relationship qualities and peer and academic adjustment: A multi-informant longitudinal study of Chinese families. Journal of Family Psychology, 35(5), 584–594. https://doi.org/10.1037/fam0000744. (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   83. Sun, Y#*., Lam, C. B., & Chung, K. K. H. (2021). Associations between maternal reactions to child negative emotions and child social competence: A longitudinal study. Journal of Family Psychology, 35(5), 671–679. https://doi.org/10.1037/fam0000693 (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   84. Chung, K. K. H*., Li, X^., Lam, C. Y#., Lam, C. B., Fung, W. K., & Lai, P. Y#. (2021). The Effects of bilingual reading program on Chinese children from low socioeconomic status families. Early Education and Development, 33(2), 204–218. https://doi.org/10.1080/10409289.2021.1891803 (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   85. Wang, L. C., Li, X^., & Chung, K. K. H. (2021). Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities. Annals of Dyslexia, 71, 103–126. https://doi.org/10.1007/s11881-021-00218-0 (2023 JCR Impact Factor: 2.1; Q1 in Education, Special; EdUHK Rank A)

   86. Ng, C. S. M., Chai, W^., Chan, S. P., & Chung, K. K. H. (2021). Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: A qualitative exploration. Asia Pacific Journal of Education, 1–20.  https://doi.org/10.1080/02188791.2021.1873102 (2023 JCR Impact Factor: 1.6; Q2 in Education & Educational Research; EdUHK Rank B)

   87. Lam, C. B., McHale, S. M., Lam, C. S., Chung, K. K. H., & Cheung, R. Y. M+. (2021). Maternal differential treatment and child socioemotional competencies: A multi-informant longitudinal study of Chinese families. Journal of Social and Personal Relationships, 38(3), 1046-1065. https://doi.org/10.1177/026540752098114. (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   88. Wang, J., Wu, K C., Mo, J. H., Wong, W. L., Siu, T. S. C., McBride, C., Chung, K. K. H., Wong., P. C. M., & Maurer, U. (2021). Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training. Developmental Science. 24(3), Article e13065.   https://doi.org/10.1111/desc.13065 (2023 JCR Impact Factor: 3.1; Q1 in Psychology, Experimental; EdUHK Rank A)

   89. Liu, C@*., Chung, K. K. H., Wang, L. C., & Liu, D. (2021). The relationship between paired associate learning and Chinese word reading in kindergarten children. Journal of Research in Reading, 44(2), 264–283. https://doi.org/10.1111/1467-9817.12333. (2023 JCR Impact Factor: 2.0; Q2 in Education & Educational Research; EdUHK Rank A)

   90. Bi, S. S#*., Lam, C. B., & Chung, K. K. H. (2021). Sibling relationships and civic development: A longitudinal study of Chinese young adults. International Journal of Psychology. 56(1), 138–142. https://doi.org/10.1002/ijop.12685. (2023 JCR Impact Factor: 3.3; Q1 in Psychology, Multidisciplinary; EdUHK Rank A)

   91. Liu, C@., Cheung, S. K., Chung, K. K. H*., McBride, C., Lam, C. B., & Li, X. (2020). The roles of executive functioning and oral language skills in young Chinese children’s arithmetic competence. Learning and Individual Differences, 77, Article 101810. https://doi.org/10.1016/j.lindif.2019.101810. (2023 JCR impact factor: 3.8; Q1 in Psychology, Educational; EdUHK Rank A)

   92. Wang, L. C., Liu, D, Chung, K. K. H., & Chu, S. Y. (2020). The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese, Learning and Individual Differences, 80, Article 101883. https://doi.org/10.1016/j.lindif.2020.101883. (2023 JCR impact factor: 3.8; Q1 in Psychology, Educational; EdUHK Rank A)

   93. Fung, W. K., Chung, K. K. H*., & Lam, C. B. (2020). Mathematics, executive functioning, and visual- spatial skills in Chinese kindergarten children: Examining the bidirectionality. Journal of Experimental Child Psychology, 199, Article 104923. https://doi.org/10.1016/j.jecp.2020.104923. (2023 JCR impact factor: 1.8; Q3 in Psychology, Experimental; EdUHK Rank B)

   94. Sun, Y#., Lin, S. Y^., Chung, K. K. H*. (2020). University students’ perceived peer support and experienced depressive symptoms during the COVID-19 pandemic: The mediating role of emotional well- being. International Journal of Environmental Research and Public Health, 17, 9308. https://doi.org/10.3390/ijerph17249308. (2023 JCR Impact Factor: 4.61; Q2 in Environmental Sciences; EdUHK Rank B)

   95. Fung, W. K., Chung, K. K. H*., Lam, I. C. B., & Li, N. X^. (2020). Bidirectionality in kindergarten children's school readiness and emotional regulation. Social Development, 29(3), 801–817. https://doi.org/10.1111/sode.12434 (2023 JCR impact factor: 2.0; Q3 in Psychological & Developmental; EdUHK Rank A)

   96. Cheung, R., Y. M., Leung, M. C#., Chung, K. K. H., & Cheung, H. Y. (2020). Emotion dysregulation between mothers, fathers, and adolescents: Implications for adolescents’ internalizing problems, Journal of Adolescence, 83, 62–71. https://doi.org/10.1016/j.adolescence.2020.07.001 (2023 JCR Impact Factor: 3.0; Q2 in Psychology & Developmental; EdUHK Rank A)

   97. Fung, W. K., Chung, K. K. H*., & Lam, C. B. (2020). Executive functioning and word reading in Hong Kong Chinese children: A one-year longitudinal perspective. Journal of Research in Reading. 43, 382–393. https://doi.org/10.1111/1467-9817.12302. (2023 JCR Impact Factor: 2.0; Q2 in Education & Educational Research; EdUHK Rank A)

   98. Chung, K. K. H*., Lam, C. B., & Leung, C. O. Y#. (2020). Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia. Reading and Writing, 33(7), 1721–1743. https://doi.org/10.1007/s11145-020-10049-x. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   99. Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying children’s social-emotional development in school and at home through a cultural lens. Early Education and Development, 31, 927–929. https://doi.org/10.1080/10409289.2020.1782860. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   100. Sun, Y., Lam, C. B., Chan K. K. S., Li, J. B., & Chung, K. K. H. (2020). Trait mindfulness moderates the longitudinal association of family financial strain with perceived cognitive difficulties. Mindfulness, 11, 1267–1274. https://doi.org/10.1007/s12671-020-01339-0. (2023 JCR impact factor: 3.1; Q1 in Psychology and Clinical; EdUHK Rank A)

   101. Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, C., & Fung. W. K. (2020). Development and validation of the Chinese inventory of children’s socioemotional Competence (CICSEC), Early Education and Development, 31(6), 854–872. https://doi.org/10.1080/10409289.2020.1715735. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   102. Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2020). Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education, 41(3), 284–305. https://doi.org/10.1080/10901027.2019.1638852. (2023 JCR Impact Factor: 0.9; Q3 in Education & Educational Research; EdUHK Rank B)

   103. Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2020). Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading, 43(2), 201-228. https://doi.org/10.1111/1467-9817.12298.                      (2023 JCR Impact Factor: 2.0; Q2 in Education & Educational Research; EdUHK Rank A)

   104. Chung, K. K. H. & Lam, C. B. (2020). Cognitive-linguistic skills underlying word reading and spelling difficulties in Chinese adolescents with dyslexia. Journal of Learning Disabilities, 53(1), 48–59. https://doi.org/10.1177/0022219419882648. (2023 JCR impact factor: 2.4; Q1 in Education, Special; EdUHK Rank A*)

   105. Li, X., Lam, C. B., & Chung, K. K. H. (2020). Linking maternal caregiving burden to maternal and child adjustment: Testing maternal coping strategies as mediators and moderators. Journal of Developmental and Physical Disabilities, 32(2), 323–338. https://doi.org/10.1007/s10882-019-09694-0. (2023 JCR Impact Factor: 1.5; Q2 in Education & Special; EdUHK Rank B)

   106. Yeung, P., Ho, C. S., Chan, D. W., & Chung, K. K. H. (2020). Writing motivation and performance in Chinese children. Reading and Writing, 33(2), 427–449. https://doi.org/10.1007/s11145-019-09969-0. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   107. Fung, W. K. & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33(2), 377–397. https://doi.org/10.1007/s11145-019-09967-2. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   108. Yang, X., McBride, C., Ho, C. S. H, & Chung. K. K. H. (2020). Longitudinal associations of phonological processing skills, Chinese word reading, and arithmetic. Reading and Writing, 33(7), 1679–1699. https://doi.org/10.1007/s11145-019-09998-9. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   109. Fung, W. K., & Chung, K. K. H. (2019). The direct and indirect relationships among kindergarten children’s social mastery motivation, receptive vocabulary, and socioemotional skills. Current Psychology, 40, 5559–5566. https://doi.org/10.1007/s12144-019-00523-3. (2023 JCR Impact Factor: 2.5; Q2 in Psychology, Multidisciplinary; EdUHK Rank B)

   110. Liu, C., Chung, K. K. H., & Fung, W. K. (2019). Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school, Contemporary Educational Psychology, 59, Article 101779. https://doi.org/10.1016/j.cedpsych.2019.101779. (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   111. Fung, W. K. & Chung, K. K. H. (2019). The roles of social mastery motivation and parental response in preschoolers’ vocabulary knowledge and self-regulation. Early Child Development and Care, 191(1), 21–35. https://doi.org/10.1080/03004430.2019.1596902. (2023 JCR Impact Factor: 1.0; Q3 in Education and Educational Research; EdUHK Rank B)

   112. Li, X., Lam, C. B., Chung, K. K. H*., & Leung, C. (2019). Linking parents' self-stigma to the adjustment of children with disabilities. American Journal of Orthopsychiatry, 89(2), 212–221. https://doi.org/10.1037/ort0000386. (2023 JCR Impact Factor: 2.3; Q1 in Social Work; EdUHK Rank A)

   113. Yang, X., Chung, K. K. H*., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children. Educational Psychology, 39(5), 678–704. https://doi.org/10.1080/01443410.2018.1546831. (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   114. Fung, W. K., Chung, K. K. H., Cheng, W. Y. R. (2018). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30(2), 280–293. https://doi.org/10.1080/10409289.2018.1544004. (2023 JCR impact factor: 2.1; Q1 in Educational and Educational Research; EdUHK Rank A)

   115. Cheung, R., Y. M., Leung, M. C., Chung, K. K. H., & Cheung, H. Y. (2018). Family risks and child adjustment in Chinese contexts: Testing the mediating role of emotional intelligence. Journal of Child and Family Studies, 27(12), 3887–3896. https://doi.org/10.1007/s10826-018-1233-y. (2023 JCR Impact Factor: 1.6; Q3 in Family Studies; EdUHK Rank B)

   116. Tong, X., McBride, C., Ho, C. S. H, Waye, M. M., Chung, K. K. H., Wong, S. W. L., & Chow, B. W. Y., (2018). Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing, 31(8), 1765–1786. https://doi.org/10.1007/s11145-017-9771-z. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   117. Chung, K. K. H*., Lo, C. M., & McBride, C. (2018). Cognitive-linguistic profiles of Chinese typical- functioning adolescent dyslexics and high-functioning dyslexics. Annals of Dyslexia, 68(3), 229–250. https://doi.org/10.1007/s11881-018-0165-y. (2023 JCR Impact Factor: 2.1; Q1 in Education, Special; EdUHK Rank A)

   118. Wang, L. C., & Chung, K. K. H. (2018). Comorbidities in Chinese children with attention deficit/hyperactivity disorder and reading disabilities.      Dyslexia, 24(3), 276–293. https://doi.org/10.1002/dys.1579. (2023 JCR impact factor: 1.19; Q2 in Education, Special; EdUHK Rank B)

   119. Lam, C. B., Chung, K. K. H., & Li, X.(2018). Parental warmth and hostility and child executive functions: A longitudinal study of Chinese families. Frontiers in Psychology, 9, Article 1063. https://doi.org/10.3389/fpsyg.2018.01063. (2023 JCR Impact Factor: 2.6; Q2 in Psychology, Multidisciplinary; EdUHK Rank B)

   120. Kwong, S. C., Lam, C. B., Li, X., Chung, K. K. H*., Cheung, R. Y. M., & Leung, M. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ conceptualization of child socioemotional competence. Early Childhood Research Quarterly, 44, 275–287. https://doi.org/10.1016/j.ecresq.2018.02.018. (2023 JCR Impact Factor: 3.2; Q1 in Education and Educational Research; EdUHK Rank A*)

   121. Kalindi, S., Chung, K. K. H*. (2018). The impact of morphological awareness on word reading and dictation in Chinese early adolescent readers with and without dyslexia. Frontiers in Psychology, 9, Article 511. https://doi.org/10.3389/fpsyg.2018.00511. (2023 JCR Impact Factor: 2.6; Q2 in Psychology, Multidisciplinary; EdUHK Rank B)

   122. Chung, K. K. H*., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children. Reading and Writing, 31(1), 155–171. https://doi.org/10.1007/s11145-017-9779-4. (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   123. Lam, C. B., Tam, C. Y. S., Chung, K. K. H., & Li, X. (2018). The link between coparenting cooperation and child social competence: The moderating role of child negative affect. Journal of Family Psychology, 32(5), 692–698. http://doi.org/10.1037/fam0000428 (2023 JCR impact factor: 2.3; Q2 in Family Studies; EdUHK Rank A)

   124. Wong, S. W. L., Mok, P. P. K., Chung, K. K. H., Leung, V. W. H., Bishop, D. V. M., Chow, B. W. Y. (2017). Perception of native English reduced forms in Chinese learners: Its role in listening comprehension and its phonological correlates. TESOL Quarterly, 51(1), 7–31. https://doi.org/10.1002/tesq.273. (2023 JCR Impact Factor: 3.0; Q1 in Linguistics; EdUHK Rank A*)

   125. Chung, K. K. H*. (2017) Understanding developmental dyslexia in Chinese: linking research to practice. Asia Pacific Journal of Developmental Differences, 4(1), 3–15. https://doi.org/10.3850/S2345734117000021. (2023 JCR Impact Factor: N/A; EdUHK Rank N/A)

   126. Lam, C. B. & Chung, K. K. H*. (2017) Associations of sleep problems with externalizing behaviors and preacademic performance: The moderating role of family socioeconomic status. Infant and Child Development, 26(5). Article e2026. https://doi.org/10.1002/icd.2026. (2023 JCR Impact Factor: 2.8; Q2 in Psychology, Developmental; EdUHK Rank B)

   127. Wong, S. W. L., Tsui, J. K. Y., Chow, B. W. Y., Leung, V. W. H., Mok, P., & Chung, K. K. H. (2017). Perception of native English reduced forms in adverse environments by Chinese undergraduate students. Journal of Psycholinguistic Research, 46(5), 1149–1165. https://doi.org/10.1007/s10936-017- 9486-y. (2023 JCR Impact Factor: 1.6; Q1 in Linguistics; EdUHK Rank A)

   128. Wang, L.C., Liu, D., Chung, K. K. H., Yang, H. M. (2017). Development of lexical tone awareness in Chinese children with and without dyslexia. Contemporary Educational Psychology, 49, 203–214. https://doi.org/10.1016/j.cedpsych.2017.02.002. (2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   129. Yeung, P. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2017). A simple view of writing in Chinese. Reading Research Quarterly, 52(3), 333–355. https://doi.org/10.1002/rrq.173. (2023 JCR Impact Factor: 3.9; Q1 in Education & Educational Research; EdUHK Rank A*)

   130. Yeung, P. S., Ho, C. S. H., Chan, D. W.-O., & Chung, K. K. H. (2017). The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades. Applied Psycholinguistics, 38(1), 211–231. https://doi.org/10.1017/s0142716416000163. (2023 JCR Impact Factor: 2.4; Q1 in Linguistics; EdUHK Rank A)

   131. Chung, K. K. H*., Liu, H. Y., McBride, C., Wong, A. M. Y., Lo, J. C. M. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology, 37(4), 402–420. https://doi.org/10.1080/01443410.2016.1179264.(2023 JCR impact factor: 3.6; Q1 in Education, Educational Research; EdUHK Rank A)

   132. Lo, L. Y., Ho, C. S. H., Wong, Y. K., Chan, David W. O., Chung, K. K. H. (2016). Understanding the microstructure and macrostructure of passages among Chinese elementary school children. Journal of Psycholinguistic Research, 45(6), 1287–1300. https://doi.org/10.1007/s10936-015-9402-2.  (2023 JCR Impact Factor: 1.6; Q1 in Linguistics; EdUHK Rank A)

   133. Yeung, P. S., Ho, C. S. H., Chan, D. W. O., Chung, K. H. H*. (2016). Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing, 29(9), 1935–1958. https://doi.org/10.1007/s11145-016-9659-3 (2023 JCR Impact Factor: 2.0; Q2 in Education and Educational Research; EdUHK Rank A*)

   134. Tong, X., Lo, J. C.M., McBride, C., Ho, C. S., Waye, M. M., Chung, K. K. H., Wong, S. W., Chow, B. W. (2016). Coarse and fine N1 tuning for print in younger and older Chinese children: Orthography, phonology, or semantics driven? Neuropsychologia, 91, 109–119. https://doi.org/10.1016/j.neuropsychologia.2016.08.006. (2023 JCR Impact Factor: 2.0; Q3 in Behavioral Sciences; EdUHK Rank B)

   135. Liu, D., Chung, K. K. H*., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(9), 268–291. https://doi.org/10.1111/1467-9817.12046. (2023 JCR Impact Factor: 2.0; Q2 in Education & Educational Research; EdUHK Rank A)

   136. Tong, X., Maurer U., Chung, K. K. H., McBride, C. (2016). Neural specialization for print in Chinese- English language learners. Journal of Neurolinguistics, 38, 42–55. https://doi.org/10.1016/j.jneuroling.2015.10.001. (2023 JCR Impact Factor: 1.2; Q2 in Linguistics; EdUHK Rank A)

   137. Siu, C. T. S., Ho, C. S. H., Chan, D. W. O., & Chung, K. K. H. (2016). Development of word order and morphosyntactic skills in reading comprehension among Chinese elementary school children. Learning and Individual Differences, 47, 61–69. https://doi.org/10.1016/j.lindif.2015.12.023. (2023 JCR impact factor: 3.8; Q1 in Psychology, Educational; EdUHK Rank A)

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