Welcome to
Dr. Dora Jue PAN WEBSITE
Dora obtained her Ph.D. from the Education University of Hong Kong. Before joining CUHK(Shenzhen),
she worked as a Postdoctoral Fellow in the Department of Psychology at CUHK for three years. Her research
interests include but are not limited to cognitive development, literacy development, mathematics learning,
developmental dyslexia/dysgraphia, and identifying multimodal factors of academic development across
cultures.
She is a member of the Association for Reading and Writing in Asia (ARWA) and Society for Research in Child
Development. She also serves as a reviewer for different international journals including Reading and Writing,
International Journal of Behavioral Development, and Journal of Educational Psychology.
Refereed Journal Articles
# = Contributed equally to the work
Pan, D. J., Meng, X. Lee, J. R., Ng, M. C. Y., & McBride, C. (2024). The cognitive-linguistic profiles
and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and
Taipei. Annals of Dyslexia. (SSCI; Q1 in Special Education)
Chung, C. Y.#, Pan, D. J.#, Paracchini, S., Jiang, W., So, H. C., McBride, C., Maurer, U., Zheng, M., & Choy, K. W. (2023). Dyslexia-related loci are significantly associated with language and literacy In Chinese-English bilingual Hong Kong Chinese twins. Human Genetics. (SSCI; Q1 in Genetics and Heredity)
Pan, D. J., Liu, Y., Zheng, M., Ho, C. S. H., Purpura D. J. & McBride, C. (2023). Predicting the covariance of Chinese word reading and arithmetic calculation: The unique role of orthographic skills. Reading and Writing. (SSCI; Q2 in Linguistics)
Pan, D. J., Nakayama, M., McBride, C, Zheng M., Yeung C. L. (2023). Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English. Applied Psycholinguistics. (SSCI; Q2 in Linguistics)
Pan, D. J., & Lin, D. (2022). Reading experience enhances morphological awareness in Chinese kindergartners across Hong Kong and Beijing. Current Psychology. (SSCI; Q2 in Multidisciplinary Psychology)
Pan, D. J., & Lin, D. (2022). Cognitive-linguistic skills explain Chinese reading comprehension within and beyond the Simple View of Reading in Hong Kong kindergarteners. Language Learning. (SSCI; Q1 in Education & Educational Research)
Pan, D. J., Yang, X., Ku, Y. Y. S., Dulay, K. M., Cheung, S. K., McBride, C., Wong, C. M. P., & Ho, S. H. C. (2022). Variability in Asian parents' English and mathematics skills: A family-based study. Frontiers in Education.
Pan, D. J., & Lin, D. (2022). How do executive functions explain early reading and writing? Reading and Writing. (SSCI; Q2 in Educational Psychology)
Pan, D. J., Lin, D., & Li, H. (2022). The reciprocal relationship between oral vocabulary and word reading in Chinese primary-school children. Early Childhood Research Quarterly. (SSCI; Q1 in Education & Educational Research)
Tong, C. K. Y., Ho, J. C. S., Yang, X., McBride, C., Ng, M. C. Y. & Pan, D. J. (2022). Transfer? Reading, writing, and parental factors in Hong Kong Chinese families across Chinese and English. Reading and Writing. (SSCI; Q2 in Educational Psychology)
Yang, X. J., Pan, D. J., Lo, C. M., & McBride, C. (2022). Same or different: Chinese character
reading and word Reading of young readers from kindergarten to grade one. Reading and
Writing. (SSCI; Q2 in Educational Psychology)
Ye, Y., Pan, D. J., & McBride, C. (2022). Spelling development in Hong Kong early Chinese–English literacy learners. Reading and Writing. (SSCI; Q2 in Educational Psychology)
Yeung, S. S., Qiao, S., Pan, D. J., & Lin, D. (2022). Directionality and developmental mechanism of cross-linguistic transfer of phonological awareness to early spelling skill in young Chinese learners. Foreign Language Annals. (SSCI; Q1 in Linguistics)
Pan, D. J., Yang, X., Lui, K. F. H., Lo, J. C. M., McBride, C., & Ho, C. S. H. (2021). Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development. Contemporary Educational Psychology, 65, 101961. (SSCI; Q1 in Educational Psychology)
McBride, C., Pan, D. J., & Mohseni, F. (2021). Reading and writing words: A cross-linguistic perspective. Scientific Studies of Reading. (SSCI; Q1 in Educational Psychology)
Pan, J., & Lin, D. (2020). Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing, 33, 2205- 2221. (SSCI; Q2 in Educational Psychology)
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, 79-93. (SSCI; Q2 in Linguistics)
Book Chapters
McBride, C., Meng, X., Lee, J. R., & Pan, D. J., Reading and reading disorder in Chinese. A book chapter in the
book “The Science of Reading: A Handbook, 2nd Edition” edited by Snowling Maggie, Hulme Charles, and Nation Kate.
Lin, D & Pan, D. J., Executive functions in Chinese reading comprehension. A book chapter in the book “Oral
Language and Higher Order Processes in Reading Chinese” edited by Koh Poh Wee and Chen Xi Becky.
