Academic Interests
- Reading development
- Home literacy environment
- Children with reading difficulties
- Special education
- Children with minority backgrounds
Academic background
2023 - Postdoctoral fellow, Department of Special Needs Education, University of Oslo, Norway.
2022 - 2023 Postdoctoral fellow, Department of Special Education & Counselling, The Education University of Hong Kong, Hong Kong.
2018 - 2022 Ph.D., The Education University of Hong Kong, Hong Kong. Thesis: A holistic examination of word reading in lower grade Chinese students: A one-year longitudinal study.
2016 - 2018 Research Assistant, Developmental Psychology Lab, Department of Psychology and Cognitive Science, East China Normal University, Shanghai.
2013 - 2016 Master in Developmental and Educational Psychology
Department of Psychology and Cognitive Science, East China Normal University, Shanghai. Thesis: The influence of vocal expression of emotion on implicit achievement motivation and task performance in children from primary school.
Publications:
Wang, L., Liu, D., Xiang, J., & Lin, D. (2023). The dynamic relationship between phonological awareness, morphological awareness and character reading in Chinese early readers: a three-year longitudinal study. Reading and Writing, 1-22. https://doi.org/10.1007/s11145-023-10413-7
Georgiou, G. K., Tao, S., Romero, S., Ma, L., Chen, R., Li, Y., Liu, N., Wang, L., & Protopapas, A. (2023). Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis. Journal of Experimental Child Psychology, 231, 105650. https://doi.org/10.1016/j.jecp.2023.105650
Liu, D., Wang, L., Xu, Z., Li, M., Joshi, R. M., Li, N., & Zhang, X. (2023). Understanding Chinese children’s word reading by considering the factors from cognitive, psychological and ecological factors. Contemporary Educational Psychology, 73, 102163. https://doi.org/10.1016/j.cedpsych.2023.102163
Georgiou, G. K., Cho, J. R., Deng, C. P., Altani, A., Romero, S., Kim, M. Y., Wang, L., Wei, W., & Protopapas, A. (2022). Cascaded processing in naming and reading: Evidence from Chinese and Korean. Journal of Experimental Child Psychology, 220, 105416. https://doi.org/10.1016/j.jecp.2022.105416
Liu, H., Wang, J., Wang, L., Zhang, W., & Deng, C. (2022). Two morphological awareness components have different roles in Chinese word reading development for primary schoolers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.894894
Wang, L., Wang, J., Liu, D., & Lin, D. (2021). The role of metalinguistic awareness and character properties in early Chinese reading. Journal of Experimental Child Psychology, 210, 105185. https://doi.org/10.1016/j.jecp.2021.105185
Guan, T., Luo N., & Wang, L. (2021). Ethnic identity, Chinese national identity, and intergroup attitudes of adolescents from an ethnic autonomous region in China. Identity, 22(2), 135-149. https://doi.org/10.1080/15283488.2021.1919114
Wang, L., & Liu, D. (2021). Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities. Early Childhood Research Quarterly, 56, 190-200. https://doi.org/10.1016/j.ecresq.2021.04.002.
Wang, L., & Liu, D. (2020). The role of morphological awareness in reading Chinese characters: The moderating effect of morpheme family size. Scientific Studies of Reading, 24(2), 170-178. https://doi.org/10.1080/10888438.2019.1644338
Pan, T. T., Sang, B., Deng, X. M., & Wang, L. (2019). The development of emotional reactivity and emotion regulation success: A sub-cultural comparison between Han and migrant Uygur Chinese adolescents. Chinese Journal of Clinical Psychology, 27(5), 989-996. https://doi.org/10.16128/j.cnki.1005-3611.2019.05.028