Jianhong Mo

Chinese University of Hong Kong — China

Psychology · Social Sciences

12h-index294citations35works3.42yr avg
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Research Topics

Reading and Literacy Development(20), Cognitive and developmental aspects of mathematical skills(5), Child Development and Digital Technology(5), Writing and Handwriting Education(5), EEG and Brain-Computer Interfaces(4)

Publications35 total

Developing and validating the Second Language Buoyancy Scale (L2BS): Evidence from psychometric and machine learning analyses
International Journal of Assessment Tools in Education·2026Open Access
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD
Language and Education·2025
Interactive parent–child reading in a dialect: Its effects on children's language abilities and language transfer
Journal of Research in Reading·2025
Shared book reading with AI chatbots: comparison of the effects of instructional style on children’s language abilities between typical and poor readers
Language and Education·2025· 3 cited
Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children
Journal of Autism and Developmental Disorders·2025· 3 cited
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading
Reading Research Quarterly·2025· 2 cited
Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development?
Journal of Applied Developmental Psychology·2024· 4 cited
Abstract word comprehension in sentences for primary school readers: its effects on first graders with different levels of equal sign knowledge proficiency
Reading and Writing·2024
Development of EEG alpha and theta oscillations in the maintenance stage of working memory
Biological Psychology·2024· 3 citedOpen Access
Effects of dialogic reading elements on children's language development
Journal of Research in Reading·2024· 13 citedOpen Access
Effects of parents’ questioning and feedback strategies in shared reading on Children’s language development
Reading and Writing·2024· 8 cited
Numeral comprehension in children with different levels of language proficiency
Reading and Writing·2023
Does Orthographic Working Memory Matter in Chinese Spelling?
2023· 1 cited
Career interventions and social well-being among non-engaged youth: Examining the mediating effects of career competency
Children and Youth Services Review·2023· 13 citedOpen Access
Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders’ discourse comprehension of first graders with ADHD
Annals of Dyslexia·2023· 5 cited
Longitudinal Relationship between Bullying Victimization and Non-Suicidal Self-Injury among Chinese Adolescents: The Buffering Roles of Gratitude and Parental Autonomy Support
International Journal of Environmental Research and Public Health·2023· 9 citedOpen Access
Development of Eeg Alpha and Theta Oscillations in the Maintenance Stage of Working Memory
SSRN Electronic Journal·2023Open Access
Comprehension of quantifier sentences in poor readers with different levels of arithmetic proficiency
Reading and Writing·2022· 3 cited
Testing the career adaptability model with senior high school students in Hong Kong
Journal of Vocational Behavior·2022· 15 cited
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?
Developmental Psychology·2022· 18 cited
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Frequent Co-authors

Haoyuan Zheng(12), Yang Dong(11), Bonnie Wing‐Yin Chow(10), Jie Wang(6), Ka Chun Wu(6), Urs Maurer(6), Xuecong Miao(5), Shuting Huo(4), Brian W. L. Wong(4), Hang Dong(4), Catherine McBride‐Chang(4), Catherine McBride(3), Steven Sek‐yum Ngai(3), Lin Wang(3), Chau‐kiu Cheung(3), Yang Dong(3), Xiuhong Tong(3), S. Alvin Leung(2), Yuen-hang Ng(2), Pinqiao Wang(2)