Dr YEUNG Siu Sze Susanna

	Associate Professor Department of Psychology, The Education University of Hong Kong	Phone: (852) 29488283 Email: siusze@eduhk.hk ORCID: 0000-0003-0079-7155 https://repository.eduhk.hk/en/ persons/siu-sze-yeung
Education	Doctor of Education The University of Hong Kong, 2012
Biography	Dr Susanna Yeung has been with The Education University of Hong Kong (formerly as The Hong Kong Institute of Education) since 2004. She has taught at the university level in the areas of educational psychology, developmental psychology, cognitive psychology and young children with special needs. She completed her doctorate in 2012 at The University of Hong Kong. Her dissertation focused on the relationship between phonological awareness and reading among young children who learn English as a second language. Her research interests revolve around young children’s language and reading development in a second language. Other research foci include affective and cognitive factors associated with language and reading development and effects of reading intervention.
Research Interests	Second language learning Reading intervention Evidence-based practice Student learning Biliteracy development
5 Representative Publications	Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (in press). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing.   Yeung, S. S., & Savage, R. (in press). Teaching Grapheme-Phoneme Correspondences using a Direct Mapping Approach for At-risk Second Language Learners: A Randomized Controlled Trial. Journal of Learning Disabilities.   Yeung, S. S., Liu, Y., & Lin, D. (in press). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism.   Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities, 93, 103456.   Yeung, S. S. (2018). Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 78, 35-43.