Professor | Ying Zhao | Asia Growth Partners

	Upload Avatar (500 x 500)
Name	Ying Zhao
Contact Information	yzhao@nnu.edu.cn
Language ability	Chinese, English
Province	Jiangsu

Upload Avatar (500 x 500)

Name

Ying Zhao

Contact Information

yzhao@nnu.edu.cn

Language ability

Chinese, English

Province

Jiangsu

University/Lab Affiliation and Title	Nanjing Normal University
Faculty	Psychology
Academic Background & Achievements	Ph.D. in Developmental and Educational Psychology: Beijing Normal University
Work Experience	Current - Nanjing Normal University - Lecturer
Awards	National Scholarship for Doctoral Students Outstanding Graduate of Henan Province Special Prize for Academic Innovation Award, Beijing Normal University

University/Lab Affiliation and Title

Nanjing Normal University

Faculty

Psychology

Academic Background & Achievements

Ph.D. in Developmental and Educational Psychology: Beijing Normal University

Work Experience

Current - Nanjing Normal University - Lecturer

Awards

National Scholarship for Doctoral Students
Outstanding Graduate of Henan Province
Special Prize for Academic Innovation Award, Beijing Normal University

Areas of Focus	Language and reading development in Chinese children Metalinguistic awareness Word recognition Fluency and comprehension Cognitive factors Family reading environment Academic emotions Self-efficacy Teaching promotion of reading ability in Chinese children
Publications	Predicting reading fluency in Chinese deaf and hard of hearing students: Contributions of character recognition, expressive vocabulary, and syntactic awareness, Zhao, Y., & Wu, X., 2022 Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students, Zhao, Y., Wu, X., Sun, P. & Chen, H., 2021 Impact of visual processing skills on reading ability in Chinese deaf children, Zhao, Y., & Wu, X., 2021 Exploring the potential impact of sentence-level comprehension and sentence-level fluency on deaf students’ passage comprehension, Zhao, Y., Wu, X., Chen, H., Sun, P. Xie, R., & Feng, J., 2020 The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese, Zhao, Y., Sun, P., Xie, R., Chen, H. Feng, J., & Wu, X., 2019 The relationship between morphological awareness and reading comprehension among Chinese children: Evidence from multiple mediation models, Zhao, Y., Wu, X., Sun, P., Xie, R., Feng, J., & Chen, H., 2019 Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: Evidence from a longitudinal mediation model, Zhao, Y., Cheng, Y., & Wu, X., 2019 视觉语言对听觉障碍人群阅读能力的影响及作用机制, 赵英，伍新春，谢瑞波，冯杰，孙鹏，陈红君, 2020 汉语儿童语素意识对阅读理解的影响：默读流畅性的中介效应, 赵英，伍新春，陈红君, 2019 汉语儿童语素意识与词汇知识的双向关系：一项追踪研究, 赵英，程亚华，伍新春，阮氏芳, 2016 Contribution of Linguistic Skills to Word Reading in DHH Students, Sun, P., Zhao, Y., Chen, H. & Wu, X., 2022 The role of morphological awareness in listening comprehension of Chinese blind children: The mediation of vocabulary knowledge, Xie, R., Xia, Y., Wu, X., Zhao, Y., Chen, H., Sun, P., & Feng, J., 2021 Bidirectional longitudinal relationship between Chinese children’s compounding awareness and vocabulary knowledge from Grades 3 to 6, Xie, R., Wu, X., Nguyen, T. P., Zhao, Y., & Feng, J., 2020 Effects of blindness on mismatch responses to Mandarin lexical tones, consonants, and vowels, Feng, J., Liu, C., Li, M., Chen, H., Sun, P., Xie, R., Zhao, Y., & Wu, X., 2019 Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from Grade 1 to Grade 2, Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T. P., Zheng, M., Zhao, Y., & Sun, P., 2017 小学儿童词汇知识与阅读理解的关系：交叉滞后研究, 陈红君，赵英，伍新春，孙鹏，谢瑞波，冯杰, 2019 小学低年级儿童阅读流畅性的发展轨迹及其对阅读理解的预测作用, 程亚华，周婷娜，赵英，李虹，伍新春, 2019 听障儿童情绪发展的特点及促进, 伍新春，赵英, 2018

Areas of Focus

Language and reading development in Chinese children
Metalinguistic awareness
Word recognition
Fluency and comprehension
Cognitive factors
Family reading environment
Academic emotions
Self-efficacy
Teaching promotion of reading ability in Chinese children

Publications

Predicting reading fluency in Chinese deaf and hard of hearing students: Contributions of character recognition, expressive vocabulary, and syntactic awareness, Zhao, Y., & Wu, X., 2022
Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students, Zhao, Y., Wu, X., Sun, P. & Chen, H., 2021
Impact of visual processing skills on reading ability in Chinese deaf children, Zhao, Y., & Wu, X., 2021
Exploring the potential impact of sentence-level comprehension and sentence-level fluency on deaf students’ passage comprehension, Zhao, Y., Wu, X., Chen, H., Sun, P. Xie, R., & Feng, J., 2020
The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese, Zhao, Y., Sun, P., Xie, R., Chen, H. Feng, J., & Wu, X., 2019
The relationship between morphological awareness and reading comprehension among Chinese children: Evidence from multiple mediation models, Zhao, Y., Wu, X., Sun, P., Xie, R., Feng, J., & Chen, H., 2019
Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: Evidence from a longitudinal mediation model, Zhao, Y., Cheng, Y., & Wu, X., 2019
视觉语言对听觉障碍人群阅读能力的影响及作用机制, 赵英，伍新春，谢瑞波，冯杰，孙鹏，陈红君, 2020
汉语儿童语素意识对阅读理解的影响：默读流畅性的中介效应, 赵英，伍新春，陈红君, 2019
汉语儿童语素意识与词汇知识的双向关系：一项追踪研究, 赵英，程亚华，伍新春，阮氏芳, 2016
Contribution of Linguistic Skills to Word Reading in DHH Students, Sun, P., Zhao, Y., Chen, H. & Wu, X., 2022
The role of morphological awareness in listening comprehension of Chinese blind children: The mediation of vocabulary knowledge, Xie, R., Xia, Y., Wu, X., Zhao, Y., Chen, H., Sun, P., & Feng, J., 2021
Bidirectional longitudinal relationship between Chinese children’s compounding awareness and vocabulary knowledge from Grades 3 to 6, Xie, R., Wu, X., Nguyen, T. P., Zhao, Y., & Feng, J., 2020
Effects of blindness on mismatch responses to Mandarin lexical tones, consonants, and vowels, Feng, J., Liu, C., Li, M., Chen, H., Sun, P., Xie, R., Zhao, Y., & Wu, X., 2019
Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from Grade 1 to Grade 2, Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., Li, L., Nguyen, T. P., Zheng, M., Zhao, Y., & Sun, P., 2017
小学儿童词汇知识与阅读理解的关系：交叉滞后研究, 陈红君，赵英，伍新春，孙鹏，谢瑞波，冯杰, 2019
小学低年级儿童阅读流畅性的发展轨迹及其对阅读理解的预测作用, 程亚华，周婷娜，赵英，李虹，伍新春, 2019
听障儿童情绪发展的特点及促进, 伍新春，赵英, 2018

Language Development Reading Development Chinese Children Metalinguistic Awareness Word Recognition Reading Fluency Reading Comprehension Cognitive Factors Family Environment Academic Emotions

Gan Yan - Sichuan Normal University

Lijuan Zou - Shandong Normal University

Nina Liu - Tianjin Normal University

View All

Personal Information

Academic Information

Research

Contact us

No account yet?

Personal Information

Academic Information

Research

Contact us