Dr YEUNG, Patcy P. S.

Teaching Areas:

Learning and learning difficulties; Catering for students with diverse learning needs; Early childhood special education

Research Interests:

Literacy acquisition; Developmental Dyslexia 

ECS/GRF

1. Writing motivation and Chinese written composition development among children in elementary grades in Hong Kong (General Research Fund, Project number: 17611119),  Jan 2020 – Dec 2023, Yeung, P.S. (PI), Chan, D., Chung, K.K.H., Ho, C.S.H.)

2. Causal relationships between syntactic skills and Chinese literacy development among typically developing children and children with developmental dyslexia in Hong Kong (General Research Fund, Project number: 17606215),  Jan 2016 – Jun 2018, Yeung, P.S. (PI), Chan, D., Chung, K.K.H., Ho, C.S.H.)

3. An investigation of the cognitive-linguistic factors contributing to Chinese writing development among typically developing children and children with developmental dyslexia in Hong Kong (Early Career Scheme, Project number: HKU757013),  Jan 2014 – Jun 2016, Yeung, P.S. (PI), Chan, D., Chung, K.K.H. (Collaborator), Ho, C.S.H. 

Standing Committee on Language Education and Research, The Language Fund, HKSAR

A Cognitive-linguistic Approach to Tiered Writing Intervention for Students with Diverse Learning Needs in Senior Primary Schools  (Principal investigator) (2015-2016)

The Hong Kong Jockey Club Charities Trust

A Tiered Intervention Model: Supporting the Learning of English as a Second Language for Chinese Primary School Students with Dyslexia (Deputy Head, with Prof. Kevin Chung as the Principal Investigator) (2021-2023)

Learning and Teaching Grants Projects

• A convenient package of study skills training for college students with developmental disorders (SpLD, ASD & ADHD) (Education University of Hong Kong Knowledge Transfer Fund) 2022/23, Ricky Tso (PI), Collaborator: Yeung, P.S.
• Promoting accessibility of virtual teaching a, d learning through a train-the-trainer approach (UGC Special Grant for Strategic Development of Virtual Teaching and Learning),  July 2021 – June 2023, Yeung, P.S. (PI), Ma, G. Y.K. 
• Supporting College Students with Special Need in Neurodevelopmental Disorders (SpLD, ASD and ADHD) (Education University of Hong Kong Teaching Development Grant),  Feb 2020 – Feb 2021, Ricky Tso (PI), Collaborator: Yeung, P.S.
• Breaking disciplinary boundaries: Preparing students for inter-professional practice in educational settings (HKU Teaching Development Grant),  Mar 2020 – Feb 2021, Barrett, E. (PI), Wong, A. & Yeung, P.S. 
• Enhancing the Learning Experience for Students with Visual Impairment in Higher Education (HKU Teaching Development Grant),  April 2019 – Mar 2021, Yeung, P.S. (PI), Chan, B., Ng. S., & Wu, F. 

Scholarly Book Chapters

1. Chan, B. L. F., & Yeung, P. P. S. (2020). Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues. In Mantak Yuen, Wendi Beamish, & V. Scott Solberg (eds), Careers for Students with Special Educational Needs: Perspectives on development and transitions from the Asia-Pacific Region, CAISE Series: Advancing Inclusive and Special Education in Asia-Pacific (pp. 233-248). Springer Nature Singapore Ptd Ltd. https://doi.org/10.1007/978-981-15-4443-9_16
2. Chan, K., Yuen, H. K., Yeung, P. P. S., & Wong, F. (2020). Utilising Screen Reader to Support the Transitions of Learners with Visual Impairment. In Mantak Yuen, Wendi Beamish, & V. Scott Solberg (Eds), Careers for Students with Special Educational Needs, CAISE Series: Advancing Inclusive and Special Education in Asia-Pacific. Careers Development and Transitions for Students with Special Educational Needs (pp. 283-299). Springer Nature Singapore Ptd Ltd. https://doi.org/10.1007/978-981-15-4443-9_19
3. Yeung, P.-S. (2018). Writing difficulties in Mainland China, Taiwan, Hong Kong and Japan. In K. J. Kennedy, & J. Lee (Eds.), The Routledge Handbook on Schools and Schooling and Asia. Routledge.
4. Bridge, S. M., Andrews, S., Tsui, A. B. M., Chan, C. K. K., Wang, D., Kwan, T. Y. L., Lam, J. W. I., Harfitt, G. J., Chan, C., Law, W.-W, Cheung, M. M. W., Yeung, P. S., Cheung, W. M., Wang, R. K. Y. (2018). Designing for Integration in Initial Teacher Education Curricula: The Hong Kong Postgraduate Diploma in Education. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education (pp. 295-312). Singapore: Springer.
5. Hsieh, W.-Y., Yeung, P.-S., Chan, K., Shao, S. & Yuen, M. (2017). Hong Kong Special Administrative Region. In M.L.Wehmeyer & J. R. Patton (Eds.), The Praeger International Handbook of Special Education, 3, 15-29. Westport, Connecticut: Praeger.
6. Yeung, P.-S. & Yuen, M. (2014). Special education in Hong Kong. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4^th ed.)(pp. 1256-1259). Hoboken, NJ: John Wiley and Sons.

Journal Publications

1. Yeung, P.-S. (2022). A model of Chinese reading comprehension: The role of cognition and motivation. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2022.102202
2. Yeung, P.-S. (2022). Writing Motivation in Chinese Children with Developmental Dyslexia. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12403
3. Luo, J., Yeung, P. –S., & Li, H. (2021). Impact of Media Multitasking on Executive Function in Adolescents: Behavioral and Self-reported Evidence from A One-Year Longitudinal Study. Internet Research. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/INTR-01-2021-0078
4. Zhu, J., Yeung, P. -S., & Hsieh, W.-Y. (2021). Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching Mathematics during block play. European Early Childhood Education Research Journal.  DOI: 10.1080/1350293X.2021.1933118
5. Luo, J., Li, H., Yeung, P., & Chang, C. (2021). The association between media multitasking and executive function in Chinese adolescents: Evidence from self-reported, behavioral and fNIRS data. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(2), Article 8.
6. Luo, J., Yeung, P. –S., & Li, H. (2020). The relationship among media multitasking, self-esteem and academic performance among Chinese adolescents: The cross-lagged panel and mediation analyses. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105308
7. 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, 201-228. https://doi.org/10.1111/1467-9817.12298
8. Chan, K. S.-C., & Yeung, P. –S. (2020). Prediction of Chinese reading fluency by verbal and nonverbal visual attention span measures. Frontiers in Psychology, 10, DOI: 10.3389/fpsyg.2019.03049
9. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2020). Writing Motivation and Performance in Chinese children. Reading and Writing: An Interdisciplinary Journal, 33, 427-449. https://doi.org/10.1007/s11145-019-09969-0
10. Wong, N. M. L., Shao, R., Yeung, P. P. S., Khong, P. L., Hui, E. S., Schooling, C. M., Leung, G. M., & Lee, T. M. C. (2019).  Negative affect shared with sibling is associated with structural brain network efficiency and loneliness in adolescents.  Neuroscience, 421, 39-47
11. Luo, J., Yeung, P. –S., & Li, H. (2019).  Relationship between media multitasking and self-esteem among Chinese adolescents: The mediating roles of peer influence and family functioning. Journal of Child and Family Studies, 29, 1391-1401. https://doi.org/10.1007/s10826-019-01613-3
12. Luo, J., Sun, M., Yeung, P. –S., & Li, H. (2018). Development and Validation of a Scale to Measure Media Multitasking among Adolescents: Results from China. Children and Youth Services Review, 95, 377-383.
13. Lo, L., Li, W., Lee, L., & Yeung, P. (2018). Running in fear: An investigation into the dimensional account of emotion in discriminating emotional expressions. Cognitive Processing, 19(4), 505-515.
14. Lam, C., Yeung, P., & Yuen, M. (2018). Personal and Environmental Factors Affecting Hong Kong High-Ability Students’ School Satisfaction. Journal of Psychologists and Counsellors in Schools, 28 (2), 166-184.
15. Wong, N., Yeung, P., & Lee, T. (2018). A developmental social neuroscience model for understanding loneliness in adolescence. Social Neuroscience, 13(1), 94-103.
16. 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, 333-355. https://doi.org/10.1002/rrq.173
17. 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, 211-231.
18. Bridges, S. M., Jackson, L., Yeung, P., Chan, K., Mok, I. A. C., & Aiston, S. J. (2016). Researching diversity in education in the Hong Kong Special Administrative Region. The International Journal of Diversity in Education, 16 (3), 1-14.
19. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2016). A componential model of reading in Chinese. Learning and Individual Differences, 45, 11-24.
20. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2016). Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing: An Interdisciplinary Journal, 29, 1935-1958.
21. Lo, L.-Y., Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2016). The role of stroke knowledge in reading and spelling in Chinese. Journal of Research in Reading,39(4), 367-388.
22. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2014). What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades? Dyslexia, 20, 119-145. DOI:10.1002/dys.1471
23. Lo, L., Yeung, P., & Yuen, M. (2013). Perception of educators and parents of students with disabilities concerning the special education process in Hong Kong. CAISE Review. doi:10.12796/caise-review.2013V1.004
24. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing: An Interdisciplinary Journal, 26, 1195-1221. DOI 10.1007/s11145-012-9411-6
25. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013). Contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among fourth-grade students. Discourse Processes, 50, 498-529. DOI:10.1080/0163853X.2013.841070
26. Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., & Wong, Y.-K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55-66. http://dx.doi.org/10.1016/j.lindif.2013.03.004
27. Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 1245-1277. doi:10.1017/S0142716412000239
28. Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Luan, H., Lo, L.-Y., & Lau, W. S.-Y. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing: An Interdisciplinary Journal, 25, 679-699. DOI 10.1007/s11145-010-9293-4
29. Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children. Annals of Dyslexia, 62, 1–18. DOI 10.1007/s11881-010-0045-6
30. Ho, C. S.-H., Wong, Y.-K., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Lo, S.-C., & Luan, H. (2012). The core components of reading instruction in Chinese. Reading and Writing: An Interdisciplinary Journal, 25 (4),857-886. DOI 10.1007/s11145-011-9303-1
31. Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O., & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15, 285–313. DOI: 10.1080/10888438.2010.482149

Others

1. Ma, G. Y. K., Chan, B. L. F., Wu, F. K. Y., Ng, S. T. M., Ip, E. C. L., & Yeung, P. P. S. (2021). Enhancing Learning Experience for Students with Visual Impairment in Higher Education. Guideline on fostering practices for disability inclusion at higher education institutions. (Trial ed.). The University of Hong Kong. (146 pages.). https://doi.org/10.25442/hku.17032685
2. Ho, C.S.H., Leung, K.N.K., Yeung, P.S., Chan, D. W., Chung, K. K. H., Tsang, S.M., & Lee, S.H. (2011). The Hong Kong Reading Ability Screening Test for Preschool Children. Hong Kong: Hong Kong Specific Learning Difficulties Research Team. (This is the first standardized screening test for preschool children at risk for reading and writing difficulties in Chinese for use by teachers in Hong Kong.)

(2020- present) Member of the Hong Kong Specific Learning Difficulties Research Team.

(2013 - 2015; 2021-2022) Director of The Centre for Advancement in Inclusive and Special Education (CAISE)

(2011 - 2013) Deputy Director of The Centre for Advancement in Inclusive and Special Education (CAISE)

(2012 - 2013) The honorary advisor for The Society of Boy’s Centres's "Project services of Special Learning difficulties"