Dr. LIN Dan 

1. 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, 2010, 105185. https://doi.org/10.1016/j.jecp.2021.105185 (*corresponding author)    

2. Huang, X., Lin, D., Yang ,Y. , Xu, Y, Chen, Q., & Tanenhaus, M. K. (2020). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading. 25(3), 251-271. https://doi.org/10.1080/10888438.2020.1768258 (co-first authors) 

3. Tso, R. V. Y., Chan, R. T. C., Chan, Y. F., & Lin, D. (2021). Holistic processing of Chinese characters in college students with dyslexia. Scientific reports, 11(1), 1-12. https://doi.org/10.1038/s41598-021-81553-5

4. Pan, J. & Lin, D.* (2020). Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing, 33(9), 2205-2221. https://doi.org/10.1007/s11145-020-10033-5 

5. Lin, D., Mo., J., Liu, Y., & Li, H. (2019). Developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Frontiers in Psychology, 10, 2397. https://doi.org/10.3389/fpsyg.2019.02397

6. Lin, D., Sun. H., & McBride. C. (2019). Morphological awareness predicts the growth rate of Chinese character reading. Developmental Science, 22 (4), e12793. https://doi.org/10.1111/desc.12793

7. Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the masters: Young chess players show advanced visual perspective taking. Frontiers in Psychology, 10, 2407. https://doi.org/10.3389/fpsyg.2019.02407

8. Liu, Y., Sun, H., Lin, D.*, Li, H., Yeung, S.S., & Wong, T. T.-Y. (2018). The Unique Role of Executive Function Skills in Predicting Hong Kong Kindergarteners’ Reading Comprehension. British Journal of Educational Psychology, 88(4), 628-644. https://doi.org/10.1111/bjep.12207 (*corresponding author) 

9. Lin, D., Chen, G., Liu, Y., Liu, J., Pan, J., & Mo, L. (2018). Tracking the eye movement of four years old children learning Chinese characters. Journal of Psycholinguistic Research 47(1), 79-93. https://doi.org/10.1007/s10936-017-9515-x 

10. Zhang, X.* & Lin, D.* (2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly, 42, 55-65. https://doi.org/10.1016/j.ecresq.2017.08.006 (*corresponding author) 

11. Yeung, S.S., Liu, Y., & Lin, D. (2017). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23 (6), 1-15. https://doi.org/10.1080/13670050.2017.1409695

12. Zhang, X.* & Lin, D.* (2017). Does growth rate in spatial ability matter in predicting early mathematics competence? Learning and Instruction, 49, 232-241. https://doi.org/10.1016/j.learninstruc.2017.02.003 (*corresponding author) 

13. Liu, Y., Yeung, S. S.*, Lin, D., & Wong, K. S. W. (2017). English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children. Contemporary Educational Psychology, 49, 195-202. https://doi.org/10.1016/j.cedpsych.2017.02.001

14. Kalindi, S. C., McBride, C., & Lin D. (2018). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba. Reading Research Quarterly, 53(1), 7–27. https://doi.org/10.1002/rrq.180

15. Cho, J. –R., McBride, C., & Lin, D. (2017). The relation for maternal literate mediation strategies and socioemotional comments to Korean children’s hangul reading. Applied Psycholinguistics, 38(1), 155-179. doi:10.1017/S014271641600014X

16. Lin, D., Liu, Y., Sun, H., Wong, R. K. S. & Yeung, S. S. (2017). The pathway to English word reading in Chinese ESL children: The role of spelling. Reading and Writing, 30 (1), 87-103. DOI 10.1007/s11145-016-9664-6 

17. Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual-spatial skills and Chinese character reading ability in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology. 46, 94-100. https://doi.org/10.1016/j.cedpsych.2016.04.008 

18. Tse, C. S., Yap, M. J., Chan, Y. L., Sze, W. P., Shaoul, C., & Lin, D. (2017). The Chinese Lexicon Project: A megastudy of lexical decision performance for 25,000+ traditional Chinese two-character compound words. Behavior Research Methods, 49(4), 1503-1519. https://doi.org/10.3758/s13428-016-0810-5

19. Lin, D., Shiu, L.- P., & Liu, Y.Y. (2016). Understanding the mapping principle of one syllable one character as a predictor of word reading development in Chinese. Child Studies in Asia-Pacific Contexts, 6(2), 73-85. https://doi.org/10.5723/csac.2016.6.2.073

20. Liu, Y.Y., Lin, D.*, Zhang, X. (2016). Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. Learning and Individual Differences, 47, 215-221. https://doi.org/10.1016/j.lindif.2016.01.007 (*corresponding author) 

21. Zhang, X.* & Lin, D.* (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemporary Educational Psychology, 41, 188-197. https://doi.org/10.1016/j.cedpsych.2015.01.005 (*Corresponding author) 

22. Lin, D., McBride-Chang, C., Aram, D., Shu, H., Levin, I., & Cho, J.-R. (2012) Maternal mediation of writing in Chinese across Hong Kong and Beijing. Journal of Educational Psychology, 104(1), 121–137. https://doi.org/10.1037/a0025383 

23. Lin, D., Wong, K-K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among Hong Kong Chinese fifth graders. Reading and Writing: An Interdisciplinary Journal. 25(3), 717-737. https://doi.org/10.1007/s11145-011-9297-8

24. Chiu, M. M., McBride-Chang, C., Lin. D. (2012). Ecological, Psychological, and Cognitive components of reading difficulties: Testing the component model of reading in fourth graders across 38 countries. Journal of Learning Disabilities. 45 (5), 391-405. https://doi.org/10.1177/0022219411431241

25. Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother-child joint writing in Chinese kindergarteners: Meta-linguistic awareness, maternal mediation, and literacy acquisition. Journal of Research in Reading. 34 (4), 426-442. https://doi.org/10.1111/j.1467-9817.2010.01446.x 

26. Lin, D., McBride-Chang, C., Shu, H., Zhang, Y.P., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: analytic pinyin skills promote Chinese word reading. Psychological Science, 21 (8), 1117-1122. https://doi.org/10.1177/0956797610375447

27. Ho, M. Y., Zhang, H., Lin, D., Lu, A. T., Bond, M. H., Chan, C., & Friedman, M. (2010). Saving Graces: The impact of current partner support and current maternal attachment on partner attachments in an individualistic and a collectivist cultural context. Asian Journal of Social Psychology, 13 (1), 19-29. https://doi.org/10.1111/j.1467-839X.2010.01297.x

28. Jin, H., Lin, D., Zhang, D., Wen, H. Zhu, H., He, X., Mo, L. (2010). Reading disabilities of Chinese elementary school students: Beyond the phonological deficits of single-character identification. International Journal of Special Education, 25(2), 1-7. 

29. Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, Y.M., Chow, Y.Y., & Tolchinsky, L. (2009). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24 (7-8), 1286-1311. https://doi.org/10.1080/01690960801970615

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1. Lin, D., Wang, L., Wang, J., & Liu, D. (July 2021). Phonological awareness, morphological awareness interacting with family size and frequency in predicting early Chinese reading. Paper presented at the Twenty-Eighth Annual Meeting of the Society for the Scientific Studies of Reading. Virtual. 

2. Lin, D. (September 2020). Syllable-character mapping knowledge predicts reading development in Hong Kong Chinese beginning readers. Paper presented at the 4th annual conference of Association for Reading and Writing in Asia (ARWA). Virtual.  

3. Lin, D., Mo, J., Liu, Y., & Li, H. (February 2018). Six-year developmental changes in the relationship between character reading ability and orthographic awareness in Chinese. Paper presented at the 2nd Annual Association for Reading and Writing in Asia conference. Tsukuba, Japan.  

4. Lin, D., Liu, Y., & Sun, H (February 2017). Phonological Processing Skills Predicting Word reading and Oral Vocabulary in Chinese. Paper presented at 1st Annual Association for Reading and Writing in Asia conference. Hong Kong.  

5. Lin, D., Sun, H., & Zhang, X. (December 2016). Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Paper presented in the 16th International Conference on the Processing of East Asian Languages. Guangzhou, China. 

6. Lin, D., Liu, Y.Y., Sun, H., Wong, K.S., & Yeung, S.S. (August 2016). The development of English word reading through spelling in Chinese children learning English as a second language. Paper presented at the 23rd International Congress of International Association for Cross-Cultural Psychology, Nagoya, Japan.  

7. Lin, D., Liu, Y.Y., & Zhang, X. (July 2016). Morphological awareness and counting in Hong Kong Chinese children. Paper presented in the 31st International Congress of Psychology, Yokohama, Japan. 

8. Lin, D., Sun, H., & McBride, C. (July 2016). Developmental trajectory of Chinese character reading among Hong Kong Chinese kindergartners. Paper presented in the Twenty-Third Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.  

9. Lin, D., Pan, J., Liu, J., Chen, G., & Mo, L. (July 2015). The process of learning Chinese in kindergarteners: Evidence of eye movements. Paper presented in the Twenty-Second Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, U.S.