3girls

Major Research Themes


My research team is interested in understanding reading, thinking and learning in children and teenagers. We are actively engaged in developing educational interventions to enhance children’s learning and reading, especially for children with autism spectrum disorder (ASD) and attention-deficit/ hyperactivity disorder (ADHD). We work closely with teachers and parents in providing a nurturing environment for the growth and development of children and adolescents.


Current Projects


Jockey Club Kindling Active Kids Project

This project aims to develop a school-based service model for the support and training of students with ADHD in primary and secondary schools. Through the intervention programmes developed by the HKU research team, and delivered to students, parents, and the respective schools, via professionals at non-governmental organizations (NGOs), we hope to strengthen the support for students with ADHD at all levels (Tier 1-3) of the 3-Tier Intervention Model, based on evidence-driven practices and intervention approaches.

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Jockey Club Kindling Active Kids Project

This project aims to develop a school-based service model for the support and training of students with ADHD in primary and secondary schools. Through the intervention programmes developed by the HKU research team, and delivered to students, parents, and the respective schools, via professionals at non-governmental organizations (NGOs), we hope to strengthen the support for students with ADHD at all levels (Tier 1-3) of the 3-Tier Intervention Model, based on evidence-driven practices and intervention approaches.


Dialogic parent-child reading for preschoolers with and without autism spectrum disorder

Actively engaging children in shared-reading using a dialogic approach has been shown to benefit children’s language expression. In this project, we examine whether this intervention approach will help young children with ASD, through enhancing their engagement in shared reading and addressing their core difficulties in joint attention, social reciprocity, and inference making.


Contribution of parenting styles and parental emotion regulation to preschoolers’ emotion regulation

Children’s emotional development mostly hinges on the family emotional climates and parent-child interactions in their early years of life. Nonetheless, when both parents need to work, the caregiving responsibilities may rest upon other individuals, such as the grandparents. This study compares the generational differences of parenting styles and emotion regulation strategies between grandparents and parents, and examines how parenting styles mediate the relation between parent’s and child’s emotion regulation.


Development of emotion regulation among school-aged children with ADHD

Past research focused on the deficits in executive functions associated with ADHD. Recent interest has grown regarding the role of emotion regulation in ADHD. This project aims at examining the development of emotion regulation among children and adolescents with ADHD. The study may offer insights for future intervention programmes on emotion regulation for students with ADHD.