Dr PAN Jinger Melody

Assistant Professor
Department of Psychology,
The Education University of Hong Kong        

Phone: (852) 29488876
Email: jpan@eduhk.hk
ORCID: 0000-0002-8160-9867
Education PhD, Psychology, College of Brain and Cognitive Sciences,
Beijing Normal University
Biography Dr Jinger Pan received her Ph.D. from the Beijing Normal University. She was awarded the Early Research Career Award from Ministry of Education of P. R. China. She then worked at the University of Potsdam in Germany as a post-doctoral research scientist. She joined The Education University of Hong Kong as Assistant Professor in 2017. From 2019, she serves in the editorial board of Scientific Studies of Reading.
Research Interests
  • Reading development and impairment
  • Eye movements during reading

5 Representative Publications

  • Pan, J., Cui, X., McBride, C., & Shu, H. (in press). An investigation of the bidirectional relations of word reading to timed visual tasks involving different levels of phonological processing in Chinese. Scientific Studies of Reading.
  • Pan, J., Laubrock, J., & Yan, M. (2016). Parafoveal processing in silent and oral reading: Reading mode influences the relative weighting of phonological and semantic information in Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1257-1273.
  • Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19, 982-991.
  • Pan, J., Yan, M., Laubrock, J., Shu, H., & Kliegl, R. (2013). Eye-voice span during rapid automatized naming of digits and dice in Chinese normal and dyslexic children. Developmental Science, 16, 967-979.
  • Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103, 897-908.