Dr LIU Duo Phil

Associate Professor
Department of Special Education and Counselling,
The Education University of Hong Kong                         

Phone: (852) 29488639
Email: duoliu@eduhk.hk
ORCID: 0000-0002-2352-2616
Education PhD, Psychology, The Chinese University of Hong Kong
Biography Dr. Duo Liu is now an Associate Professor in the Department of Special Education and Counselling at The Education University of Hong Kong. He is now a voting member in the Society for Scientific Study of Reading, and a board member in the Association for Reading and Writing in Asia. He is an Associate Editor of the Journal of Learning Disabilities, and is also serving in the editorial board in Reading and Writing and Frontiers in Education.
Research Interests
  • cognitive development, especially language and literacy development and difficulties in Chinese children
5 Representative Publications
  • Xu, Z.*, Liu, D., & Joshi, R. M. (2019). The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children. Journal of Educational Psychology, published online.
  • Liu, D., Li, H., & Wong, R. (2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of phonological awareness, vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading. 21 (3), 210-224.
  • Liu, D., Chen, X., & Chung, K. K.-H. (2015). Performance in a visual search task uniquely predicts reading abilities in third-grade Hong Kong Chinese children. Scientific Studies of Reading, 4, 307-324.
  • Liu, P. D., Chung, K. K.-H., McBride-Chang, C., & Tong, X. (2010). Holistic vs. analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107, 466-478.
  • Liu, P. D. & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62-73.