His main research concerns Reading, Phonological awareness, Developmental psychology, Vocabulary and Phonology. He focuses mostly in the field of Reading, narrowing it down to topics relating to Pronunciation and, in certain cases, Orthography, Connectionism, Learning to read and Written language. He interconnects Cognitive psychology, Word recognition and Syllable in the investigation of issues within Phonological awareness.
While the research belongs to areas of Cognitive psychology, he spends his time largely on the problem of Cognition, intersecting his research to questions surrounding Meaning. He regularly links together related areas like Dyslexia in his Developmental psychology studies. His Vocabulary study combines topics in areas such as Morpheme and Language development.
His primary areas of study are Reading, Cognitive psychology, Phonological awareness, Developmental psychology and Dyslexia. The various areas that Hua Shu examines in his Reading study include Phonology and Writing system. His Cognitive psychology study also includes
Hua Shu has researched Phonological awareness in several fields, including Vocabulary, Cognition, Pinyin and Fluency. His Developmental psychology research integrates issues from Cognitive skill and Vocabulary development. His Dyslexia research is multidisciplinary, incorporating perspectives in Audiology and Neuroscience, Eye movement.
His primary areas of investigation include Reading, Cognitive psychology, Phonological awareness, Developmental psychology and Writing system. His Reading study incorporates themes from Middle frontal gyrus and Eye movement. The Cognitive psychology study combines topics in areas such as Left fusiform gyrus, Perception, Learning to read and Supramarginal gyrus.
Hua Shu has included themes like Feature, Cognition, School age child and Fluency in his Phonological awareness study. His research on Developmental psychology often connects related areas such as Vocabulary. His Dyslexia research incorporates elements of Neuroscience and First language.
Hua Shu spends much of his time researching Reading, Cognitive psychology, Phonological awareness, Developmental psychology and Writing system. His research integrates issues of Psycholinguistics, Phonology and Eye movement in his study of Reading. His Cognitive psychology study integrates concerns from other disciplines, such as Speech perception, School age child and Feature.
His work in Phonological awareness addresses subjects such as Fluency, which are connected to disciplines such as Comprehension, Verbal fluency test and Arithmetic. The concepts of his Developmental psychology study are interwoven with issues in Rapid automatized naming and Crying. His Writing system research includes elements of Morphological awareness, Cognition, Word reading, Linguistic skills and Path analysis.
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Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition
Catherine McBride-Chang;Hua Shu;Aibao Zhou;Chun Pong Wat.
Journal of Educational Psychology (2003)
Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct.
Hua Shu;Catherine McBride-Chang;Sina Wu;Hongyun Liu.
Journal of Educational Psychology (2006)
Changing Models across Cultures: Associations of Phonological Awareness and Morphological Structure Awareness with Vocabulary and Word Recognition in Second Graders from Beijing, Hong Kong, Korea, and the United States.
Catherine Mcbride-Chang;Jeung-Ryeul Cho;Hongyun Liu;Richard K. Wagner.
Journal of Experimental Child Psychology (2005)
The role of morphological awareness in children's vocabulary acquisition in English
Catherine McBRIDE–CHANG;Richard K. Wagner;Andrea Muse;Bonnie W.-Y. Chow.
Applied Psycholinguistics (2005)
Phonological awareness in young Chinese children.
Hua Shu;Hong Peng;Catherine McBride-Chang.
Developmental Science (2008)
Role of Radical Awareness in the Character and Word Acquisition of Chinese Children
Hua Shu;Richard Chase Anderson.
Reading Research Quarterly (1997)
Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills.
Hong Li;Hua Shu;Catherine McBride‐Chang;Hongyun Liu.
Journal of Research in Reading (2012)
Flexible saccade-target selection in Chinese reading
Ming Yan;Reinhold Kliegl;Eike M. Richter;Antje Nuthmann.
Quarterly Journal of Experimental Psychology (2010)
Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition
Xiuli Tong;Catherine McBride-Chang;Hua Shu;Anita M-Y. Wong.
Scientific Studies of Reading (2009)
ERP signatures of subject–verb agreement in L2 learning
Lang Chen;Hua Shu;Youyi Liu;Jingjing Zhao.
Bilingualism: Language and Cognition (2007)
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