Connie S.-H. Ho
Connie S.-H. Ho
Department of Psychology, University of Hong Kong
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Phonological skills are important in learning to read Chinese.
CSH Ho, P Bryant
Developmental psychology 33 (6), 946, 1997
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
CSH Ho, DWO Chan, SH Lee, SM Tsang, VH Luan
Cognition 91 (1), 43-75, 2004
The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.
CSH Ho, DWO Chan, SM Tsang, SH Lee
Developmental psychology 38 (4), 543, 2002
Learning to read Chinese beyond the logographic phase
CSH Ho, P Bryant
Reading research quarterly 32 (3), 276-289, 1997
Developmental issues in Chinese children's character acquisition.
C McBride-Chang, CSH Ho
Journal of Educational Psychology 92 (1), 50, 2000
A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals
CSH Ho, TT Ng, WK Ng
Journal of literacy research 35 (3), 849-878, 2003
Development of Stroop interference in Chinese-English bilinguals.
H Chen, C Ho
Journal of Experimental Psychology: Learning, Memory, and Cognition 12 (3), 397, 1986
Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners
C McBride-Chang, C Suk-Han Ho
Scientific studies of Reading 9 (2), 117-144, 2005
Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia
Learning and Individual Differences 11 (2), 173-186, 1999
The phonological deficit hypothesis in Chinese developmental dyslexia
CSH Ho, TPS Law, PM Ng
Reading and Writing 13, 57-79, 2000
The Hong Kong test of specific learning difficulties in reading and writing
CSH Ho, DWO Chan, SM Tsang, SH Lee
Hong Kong: Hong Kong Specific Learning Difficulties Research Team, 2000
Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong
DW Chan, CS Ho, S Tsang, S Lee, KKH Chung
Educational Studies 33 (2), 249-265, 2007
Development of phonological awareness of Chinese children in Hong Kong
CSH Ho, P Bryant
Journal of Psycholinguistic Research 26, 109-126, 1997
Reading and spelling Chinese among beginning readers: What skills make a difference?
P Yeung, CS Ho, PP Chik, L Lo, H Luan, DW Chan, KK Chung
Scientific studies of reading 15 (4), 285-313, 2011
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
KKH Chung, C McBride-Chang, SWL Wong, H Cheung, TB Penney, ...
Annals of dyslexia 58, 15-35, 2008
Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children
CSH Ho, PWY Yau, A Au
Reading development in Chinese children, 2003
Second language learning difficulties in Chinese children with dyslexia: What are the reading-related cognitive skills that contribute to English and Chinese word reading?
KKH Chung, CSH Ho
Journal of learning disabilities 43 (3), 195-211, 2010
In search of subtypes of Chinese developmental dyslexia
CSH Ho, DW Chan, KKH Chung, SH Lee, SM Tsang
Journal of experimental child psychology 97 (1), 61-83, 2007
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children
YC Keung, CSH Ho
Contemporary Educational Psychology 34 (2), 103-112, 2009
Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong
DW Chan, CSH Ho, SM Tsang, SH Lee, KKH Chung
Reading and Writing 19, 543-561, 2006
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