B.Soc.Sc., M.Soc.Sc. (HKU), Ph.D. (Oxford U)
Literacy acquisition, assessment, and instruction
Developmental dyslexia and learning disabilities
Genetics of language and literacy development and disabilities
Mathematics learning and difficulties
Prof. Ho's current major projects include the investigation of genetic and environmental influences on Chinese language and literacy development, Chinese tiered intervention model on literacy learning, and development of various identification tools for reading and writing difficulties.
Prof. Ho has been the founder and active researcher of the Hong Kong Specific Learning Difficulties Research Team since 1998.
Prof. Ho is the Principal Investigator of the READ & WRITE: A Jockey Club Learning Support Network.
Prof. Ho is the Co-Principal Investigator of the research project: Reading Development in Chinese and English: Genetic and Neuroscience Correlates
The Bilingual Twin Project is a longitudinal study which aims to investigate the role of genetic and environmental influences on children's bilingual cognitive and reading development. The project is now recruiting twins aged from 5 to 9 years.
SELECTED RECENT PUBLICATIONS
Chung, K. K.-H., Ho, C. S.-H., Chan, D. W., Tsang, S.-M., & Lee, S.-H. (in press). Contributions of syntactic awareness to reading in Chinese-speaking adolescent readers with and without dyslexia. Dyslexia.
Chow, B. W.-Y., Ho, C. S.-H., Wong, S. W.-L., Waye, M. M. Y., & Bishop, D. V. M. (in press). Generalist Genes and Cognitive Abilities in Chinese Twins. Developmental Science.
Ho, C. S.-H., Chow, B. W.-Y., Wong, S. W.-L., Waye, M. M. Y., & Bishop, D. V. M. (2012). The Genetic and Environmental Foundation of the Simple View of Reading in Chinese. PLoS ONE 7(10): e47872. doi:10.1371/journal.pone.0047872
Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Wong, H. Y.-K., Chan, D. W., 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)
Chow, B. W.-Y., Ho, C. S.-H., Wong, S. W.-L., Waye, M. M. Y., & Bishop, D. V. M. (2011). Genetic and environmental influences on Chinese language and reading abilities. PLoS ONE. [http://dx.plos.org/10.1371/journal.pone.0016640]
Ho, C. S.-H., Leung, M.-T., & Cheung, H. (2011). Early difficulties of Chinese preschoolers at familial risk for dyslexia: Deficits in oral language, phonological processing skills, and print-related skills. Dyslexia. (DOI: 10.1002/dys.429)
Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W., & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Study of Reading.(DOI: 10.1080/10888438.2010.482149)
Chan, D. W., Ho, C. S.-H., Chung, K. K.-H., Tsang, S.-M., & Lee, S.-H. (2010). Teachers’ Checklist on Reading-Related Behavioral Characteristics of Chinese Primary Students: A Rasch Measurement Model Analysis. Australian Journal of Learning Difficulties, 15: 2, 151-170.
Ho, C. S.-H. (2010). Understanding reading disability in Chinese: From basic research to intervention. In M. H. Bond (Ed.), Handbook of Chinese Psychology (Second Edition). (pp. 109-121). New York: Oxford Press.
Chan, B. M.-Y. & Ho, C. S.-H. (2010). The Cognitive Profile of Chinese Children with Mathematics Difficulties. Journal of Experimental Child Psychology, 107, 260-279.
Chung, K., Ho, C. S.-H., Chan, D., Tsang, S.-M., Lee, S.-H., & Xiao, X.-Y. (2012). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (Second Edition) (HKT-JS(II)). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Ho, C. S.-H., Leung, K. N.-K, Yeung, P.-S, Chan, D. W.-O, Chung, K. K.-H, Tsang, S.-M & Lee, S.-H. (2011). The Hong Kong Reading Ability Screening Test for Preschool Children (RAST-K). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Ho, C. S.-H., Wong, H. Y.-K., Lo, J. C.-M., Chan, D. W.-O., Chung, K. K.-H., Tsang, S.-M., Lee, S.-H., Lo, L.-Y. (2011). The Hong Kong Chinese Literacy Assessment for Junior Primary School Student (CLA-P). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Ho, C. S.-H., Chan, W.-S., Chan, D., Chung, K., Tsang, S.-M., & Lee, S.-H. (2010). 悅讀‧悅寫意(三) 初小中文讀寫課程(綜合修訂版) (A set of Chinese Language curriculum and teaching materials based on the Tiered Intervention Model for Primary 1 to 3 pupils in Hong Kong). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
Ho, C. S.-H., Lo, L.-Y., Chan, D., Chung, K., Tsang, S.-M., & Lee, S.-H. (2009). The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (BCL-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
RESEARCH INTERNSHIP OPPORTUNITIES
We are recruiting interns for the first semester, 2018-2019. The internship can be taken as a credit-bearing course (PSYC 2072 or PSYC2073) or as voluntary work.
The intern will work in the Developmental Science Lab on three research projects related to language, reading, and mathematics development, including
1) a meta-analytic literature review of reading comprehension in Chinese
2) a twin research project investigating the genetic and environmental contributions to language (Chinese and English), reading, and mathematics development
3) a longitudinal study on factors predicting reading development from kindergarten to early primary school
The intern's responsibilities will mainly include
- Attending weekly lab meetings
- Searching English and Chinese literature
- Assisting with instrument development and prepare testing materials
- Assessing language skills and cognitive abilities of young children
- Scoring and entering data after data collection
- Developing data documentation and coding book for data analysis