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Dr WONG, Anita M.Y.

Dr WONG, Anita M.Y.

黃美燕

Director of Clinical Education (2015-2020)

Associate Professor

Academic Unit of Human Communication, Development, and Information Sciences


Qualification

B.A. (CUHK), M.A. (Indiana), Ph.D. (UBC)

Email

[javascript protected email address]

Phone

(852) 3917 1593

Location

Room 767, Meng Wah Complex

Research Expertise

  • Early Childhood Education

Prospective PhD/ EdD/ MPhil Applications

I am not accepting any further PhD/EdD/MPhil applications.

Teaching areas:
SHSC1032 Clinical Linguistics I: Semantics and Syntax

 

SHSC3032 Language Development and Language Disorders in the Pre-primary Years

 

SHSC3035 Complex Cases Paediatric

 

SHSC5031 Research in Communication Disorders

 

Research interests:
linguistic and cognitive deficits in children with Developmental Language Disorder (aka Specific Language Impairment); implicit learning and grammar intervention, child language development and disorders; reading outcomes of oral language impairment; language assessment in monolingual and bilingual preschool children; evidence-based practice in speech and language pathology

University of Hong Kong Teaching Exchange Fellowship (University of British Columbia) 2012

 

Faculty Distinguished Teaching Award (Individual) 2008-2009

 

Faculty Distinguished Teaching Award (Team) 2011-2012

 

The Bronze Prize in the Regional (Asia) category of the QS/Wharton Reimagine Education Award: Problem-Based Learning and Educational Technologies in Clinical Education - An Interactional Ethnography. Team leader: Bridges, S. Members: Botelho, M., Chan, C. K-K., Chan, L-K., Hmelo-Silver, C., Green, J., & Wong, A. M.-Y. (2016)

Tackling early language delay and disorders in children from culturally and linguistically diverse (CALD) backgrounds  in Australia and Hong Kong (Co-investigator)

 

Specific Language Impairment (SLI) and dyslexia in Cantonese Chinese: co-morbidity and underlying deficits. Hong Kong Research Grant Council (2008-2011). Principal Investigator

 

The connections between oral language and literacy in Chinese children with and without specific language impairment. Hong Kong Research Grant Council (2010-2013). Principal Investigator

 

Private speech: Preschooler's talking while thinking in solving representational problems. The University of Hong Kong Small Project Fund (2012-2013). Co-Investigator (Principal Investigator: Dr. Linda Iao)

 

Development of an oral language assessment scale for local children between 2;0 to 6;0 years. Department of Health Child Assessment Services (2013-2016). Principal Investigator

JOURNAL PUBLICATIONS (PEER-REVIEWED) (SELECTED)

Iao, L.-S., Ng, L.–Y., Wong, A.M.-Y. & Lee, O.-T. (2017). Non-adjacent dependency learning in Cantonese-speaking children with and without a history of specific language impairment. Journal of Speech-Language and Hearing Research, 60, 694-700.

 

Wong, A. M.-Y., Ho, C. S.-H., Au, T. K.-F., McBride, C. A., Ng, A. K.-H., Yip, L. P.-W., Lam, C. C.-C. &, (2017) Reading comprehension and its component skills in Chinese Children with SLI and/or Dyslexia. Reading and Writing: An Interdisciplinary Journal, 30, 337-361.

 

Chung, K. K.-H., Liu, H. 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: An International Journal of Experimental Educational Psychology, 37, 402-420.

 

Kidd, J. C., Shum, K. K., Wong. A. M.-Y., Ho. S.-H., Au, T. K.-F. (2017) Auditory perception and word recognition in Cantonese-Chinese speaking children with and without specific language impairment. Journal of Child Language, 44, 1-35.

 

Iao, L.-S., Tsang, Y.-T., Wong, M.-Y., Ho, H.-Y. (2015). Talking while thinking about another’s mind in preschoolers: Evidence of getting Vygotskian about social cognition. Early Childhood Research Quarterly, 31, 1-8.

 

Wong, A. M.-Y., Ho, C. S.-H., Au, T. K.-F., Kidd, J. C., Ng, A. K.-H., Yip, L. P.-W., & Lam, C. C.-C. (2015) (Dis)connections between specific language impairment and dyslexia in Chinese. Reading and Writing: An Interdisciplinary Journal, 28, 699-719.

 

Zhang, J., McBride-Chang, C., Wong, A.M.-Y. (2014). Longitudinal correlates of reading comprehension difficulties in Chinese children. Reading and Writing, 27, 481-501.

 

Zhou, Y., McBride-Chang, C., Law, A., B.-Y., Li, T., Cheung, A. C.-Y., Wong, A. M.-Y., and H. Shu. (2014) Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 122, 75-91.

 

Lu X., Wong, L, L.-N., Wong. A. M.-Y., Xi. X (2013). Development of a Mandarin Expressive and Receptive Vocabulary Test for children using cochlear implants. Research in Developmental Disabilities, 34, 3526-3535

 

Ooi, C, C.-W. & Wong, A. M.-Y. (2012). Assessing bilingual Chinese-English Preschoolers in Malaysia Using Language Sample Measures. International Journal of Speech-Language Pathology, 14, 499-508

 

Wong, A. M.-Y., Leung, C., Siu, E. K.-L., Lam, C. C.-C., Chan, G. P.-S. (2012). Validation of the language subtest in a developmental assessment scale for Chinese preschool children. Research in Developmental Disabilities, 33, 1633- 1641.

 

Tong, L., McBride-Chang, C, Wong, A. & Shu, H. (2012). Longitudinal predictors of spelling and reading comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese children. Journal of Educational Psychology, 104, 286-301. May

 

Wong, A. M.-Y., Leung, C., Siu, E. K.-L., Lam, C. C.-C., Chan, G. P.-S. (2011). Development of the language subtest in a developmental assessment scale to identify Chinese preschool children with special needs. Research in Developmental Disabilities, 32, 297-305.

 

Tong, X., McBride-Chang, C., Wong, A. M.-Y., Shu, H., Reitsma, P., & Rispens, J.(2011). Longitudinal predictors of very early Chinese literacy acquisition, Journal of Research in Reading, 34, 315-332.

 

Liu, P. D., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Stokes, S., Fletcher, P., & Shu, H. (2010) Early oral language markers of poor reading performance in Hong Kong Chinese children, Journal of Learning Disabilities, Special edition on advances in the early detection of reading risk, 43, 322-331.

 

Wong, A. M.-Y., Klee, T., Stokes, S. F., Fletcher, P., Leonard, L. B. (2010) Differentiating Cantonese-speaking pre-school children with and without SLI using MLU and lexical diversity (D). Journal of Speech. Language and Hearing Research, 53, 794-799.

 

Wong, A.-M.-Y., Kidd, J., Ho. C. S.-H., & Au, T, K.-F. (2010). Characterizing the overlap between SLI and dyslexia in Chinese: the role of phonology and beyond. Scientific Studies of Reading, 14, 30-57.

 

Wong, A. M.-Y., Chow, D. C.-C., McBride-Cheng, C., Stokes, S. F. (2010). Optional elements and variant structures in the productions of bei2 ‘to give’ dative constructions in Cantonese-speaking adults and three-year-old children. Journal of Child Language, 37, 175-196.

 

Wong, A. M.-Y., Ciocca, V., Yung, S. (2009). The perception of lexical tone contrasts in Cantonese children with and without Specific Language Impairment (SLI). Journal of Speech. Language and Hearing Research, 52, 1493-1509.

 

Tong, X., McBride-Chang, C., Shu, H., & Wong, A.M.-Y. (2009) Morphological awareness, orthographic knowledge, and spelling errors: keys to understand early Chinese literacy acquisition, Scientific Studies of Reading, 13, 426-452.

 

McBride-Chang, C., Tong, X., Shu, H., Wong, A. M.-Y., Leung, K.-W., Tardif, T. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition, Scientific Studies of Reading, 12, 171-194.

 

McBride-Chang, C., Tardif, T., Cho, J-R., Shu, H, Fletcher, P., Stokes, S. F., Wong, A. M.-Y., Leung, K.W. (2008). What's in a word? Morphological awareness and vocabulary knowledge in three languages, Applied Psycholinguistics, 29, 413 – 436.

 

Leonard, L. B., Deevy, P., Wong, A. M.-Y., Stokes, S. F., & Fletcher, P. (2007) Modal verbs with and without tense: A study of English- and Cantonese-speaking children with Specific Language Impairment. International Journal of Language and Communication Disorders, 42, 209-228.

 

Stokes, S. F., Wong, A. M.-Y., Fletcher, P., & Leonard, L. B. (2006) Nonword repetition and sentence repetition as clinical markers of SLI: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219-236.

 

Leonard, L. B., Wong, A. M.-Y., Deevy, P., Stokes, S. F., & Fletcher, P. (2006). The Production of Passives by Children with Specific Language Impairment Acquiring English or Cantonese. Applied Psycholinguistics, 27, 267-299

 

Fletcher, P., Leonard, L. B., Stokes, S. F., & Wong, A. M.-Y.  (2005). The expression of aspect in Cantonese-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 621-634.

 

Wong, A. M.-Y., Leonard, L. B., Fletcher, P. & Stokes, S. F. (2004). Questions without movement: A study of Cantonese-speaking children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 47,1440-1453.

 

Klee, T., Stokes, S. F., Wong, A. M.-Y., Fletcher, P., & Gavin, W. (2004). Utterance length and lexical diversity in Cantonese-speaking children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1396-1410.

 

Wong, A. M.-Y., Au, C. W-S., & Stokes, S. (2004). Three measures of language production for Cantonese-speaking school-age children in a story-retelling task. Journal of Speech, Language, and Hearing Research, 47, 1164-1178.

 

Wong, A. M-Y., & Johnston, J. R. (2004). The development of discourse referencing in Cantonese-speaking children. Journal of Child Language, 31, 633-660.

 

Wong, A. M.-Y., Stokes, S. F., & Fletcher, P. (2003) Collocational diversity in perfective aspect zo2 use in Cantonese children with SLI. Journal of Multilingual Communication Disorders, 1, 132-140.

 

Johnston, J. R., & Wong, M-Y. A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech Language and Hearing Research, 45, 916-926.

 

BOOK PUBLICATIONS (PEER-REVIEWED) (SELECTED)

Law, S.-P., Weekes, B. S., & Wong, A. M.-Y. (Eds.) (2009). Language disorders in speakers of Chinese. Bristol, UK: Multilingual matters.

Klee, T., Wong, A. M.-Y., Stokes, S. F., Fletcher, P., & Leonard, L. B. (2009). Assessing Cantonese-speaking children with language difficulties from the perspective of evidence-based practice: Current practice and future directions. In S. P. Law, B. S. Weekes, & A. M.-Y. Wong (Eds.). Language disorders in speakers of Chinese (pp. 89-111). Bristol, UK: Multilingual matters.

 

OTHER PUBLICATIONS

Wong, A. M.-Y., Leung, C., Ng, A. K.-H., Cheung, P. S.-P., Siu, E. K.-L., To, C. K.-S., Sam, S. K.-L., Cheung, H.-T., Lo, S-K. & Lam, C. C.-C. (in press). Technical Manual of the Hong Kong Test of Preschool Oral Language (Cantonese) (TOPOL). Hong Kong: Department of Health, Hong Kong SAR Government.

 

Member of Advisory Board (from June 2008): Child Language Teaching and Therapy

 

Associate Editor (from March 2017): First Language

TEACHING DEVELOPMENT GRANTS

Sept 16 - Mar 18

University Teaching Development Grant: Developing E-Learning Resources for Speech & Hearing Sciences. Leader, with members Prof. Stokes and Dr. Lei, HK $183,630

 

2016

Faculty Teaching Development Grant: Developing E-Learning Resources for Speech & Hearing Sciences, HK $18,363

 

KNOWLEDGE EXCHANGE GRANTS

2015-2017

University Knowledge Exchange Award: Promoting oral health and speech-language development for kindergarten children: An interdisciplinary approach. Co-leader: Chu, C.H. Member: Duangthip, D.