Journal papers
Dong, R., & Yin, L. *(2025). Visual-motor integration and handwriting development in Chinese primary school children: An analysis across
different grade levels. Article ID: ICD70037. Infant and Child Development. DOI: 10.1002/icd.70037
Xia, L., Wang, Y.*, & Yin, L.* (2025). Orthographic pathways for Chinese word reading and spelling in children with autism spectrum disorder.
Scientific Studies of Reading, DOI: 10.1080/10888438.2025.2513875
Sun, R., Yin, L.*, & Joshi, R. M. (2025). Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized
naming. British Journal of Developmental Psychology. DOI: 10.1111/bjdp.12546
Cheng, X., Yin, L., & Zhang, H. * (2025). Morphological awareness and vocabulary knowledge in monolingual and bilingual learners:
A meta-Analysis. International Journal of Bilingualism. DOI: 10.1177/13670069241311029
Luo, M., Yin, L. *, & Zhao, C. (2024). International research on teacher AI literacy: Current status, hotspots, and trends - A bibliometric analysis based
on the Web of Science database. Educational Science Research, 9, 73-81. (in Chinese)
郑坤, 尹莉, 陈柯燃, 董睿 (2024). 《思维模式对小学生阅读理解能力的影响研究》，《教育生物学杂志》, 2023年12月22日接受
Yin, L., & McBride, C. (2023). A longitudinal study on sensitivity to symmetry in writing and associations with early literacy abilities.
Frontiers in Education - Educational Psychology (accepted on 13 Mar 2023, in press)
Lui, K., Ye, Y., McBride, C., Yin, L., & Tse, C. (2023). Reduction in right lateralized N2 error response to stroke order violations in poor
Chinese word spellers: A study on event-related potential markers for Chinese reading and spelling. Journal of Experimental Child
Psychology, 229, DOI: 10.1016/j.jecp.2023.105625
Dong, R., & Yin, L. (2023, in press). Visual-motor integration and writing development: A systematic review of empirical research in
Chinese. In Ye, Y., Inoue, T., Maurer, U., & McBride, C. (Eds.), Handbook of Spelling and Writing: Theory, Research, and Practice.
UK: Routledge
Yin, L., Lai, J., Zhang, S., Bao, C., & Zhao, J. (2022). Early reading skills in Chinese children with autism spectrum disorder. Reading
and Writing. May 2022 (Early Access). DOI: 10.1007/s11145-022-10300-7
Ye, Y., Tong, C., McBride, C., Yin, L., &Tse, C. (2021). Concurrent and longitudinal predictors of beginning writing in Chinese: The
unique role of copying skills. Reading and Writing. Mar 2021 (Early Access). DOI: 10.1007/s11145-021-10149-2.
Anna Gurevich, 尹莉(2021).《以色列外来移民希伯来语教育的实践和意义》，《语言战略研究》,6(5), 60-68
Yin, L., Joshi, R. M., & Yan, H. (2020). Knowledge about dyslexia among early literacy teachers in China. Dyslexia, 26 (3), 247-265.
Ye, Y., McBride, C., Yin, L., Cheang, L., &Tse, C. (2020). A model of Chinese spelling development in Hong Kong kindergarteners.
Journal of Learning Disabilities. Dec 2020 (Early Access). DOI: 10.1177/0022219420979959.
Yin, L.*, Joshi, R. M., Li, D., & Kim, S-K. (2020). Decisions about consonant doubling among nonnative speakers of English:
Graphotactic and phonological influences. Reading and Writing, 33(7), 1839-1858.
Yin, L.*, Joshi, R. M., Li, D., & Kim, S-K. (2020, in press). Decisions about consonant doubling among nonnative speakers of
English: Graphotactic and phonological influences. Reading and Writing, DOI: 10.1007/s11145-020-10017-5
Yin, L.*, Joshi, R. M., & Yan, H. (2019). Knowledge about dyslexia among early literacy teachers in China. Dyslexia, 1-19,
DOI: 10.1002/dys.1635
Bae, H.S., Yin, L., & Joshi, R. M. (2019). Knowledge about basic language constructs among teachers of English as a foreign language
in China and South Korea. Annals of Dyslexia, 69, 136–152. DOI: 10.1007/s11881-018-00169-z
Otake, S., Treiman, R., & Yin, L. (2018). Preschoolers’ knowledge about language-specific properties of writing.British Journal of
Developmental Psychology, 36 (4), 667-672.DOI:10.1111/bjdp.12240
Yin, L.* & McBride, C. (2017). Unspoken knowledge: Kindergarteners are sensitive to patterns in Chinese pinyin before formally
learning it. Language, Cognition and Neuroscience. 33, 65-76. DOI: 10.1080/23273798.2017.1360502
Li, S. & Yin, L. * (2017). Sensitivity to stroke emerges in kindergartners reading Chinese script. Frontiers in Psychology,8, 1-8.
DOI: 10.3389/fpsyg.2017.00889
Otake, S., Treiman, R., & Yin, L. (2017). Differentiation of writing and drawing by U.S. two- to five-year-olds. Cognitive Development,
43, 119-128. DOI: 10.1016/j.cogdev.2017.03.004
Zhang, L., Yin, L.*, & Treiman, R. (2017). Chinese children's early knowledge about writing. British Journal of Developmental
Psychology, 35 (3), 349-358. DOI: 10.1111/bjdp.12171
Yin, L.* & McBride, C. (2015). Chinese kindergartners learn to read characters analytically. Psychological Science. 26(4),424-432.
Wang, Y., Yin, L.*, & McBride, C. (2015). Unique predictors of early reading and writing: A one-year longitudinal study of Chinese
kindergarteners. Early Childhood Research Quarterly, 32 (3), 51-59.
Yin, L.* & Treiman, R. (2013). Name writing in Mandarin-speaking children. Journal of Experimental Child Psychology,116, 199-215.
Luo, Y., Chen, X. Deacon, S., Zhang, J. & Yin, L. (2013). The role of visual processing in learning to read Chinese characters. Scientific
Studies of Reading, 17 (1), 22-40.
Yin, L.*, Li. W., Chen, X., Anderson, R. C, Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin in Chinese reading.
Writing Systems Research, 3 (1), 59-68.
Treiman R. & Yin, L.* (2011). Early differentiation between drawing and writing in Chinese young children. Journal of Experimental
Child Psychology, 108, 786-801.
Yin, L.* (2009). Finding its way in the tide of globalization: Tendency and deficiency of Chinese children’s literature since mid-1990s.
Neohelicon 36(1), 73–85.
Wu, X., Anderson, R., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q, Yin.,L., He, Y.,
Packard, & J., Gaffney, J. (2009). Morphological awareness and Chinese children’s literacy development:An intervention study.
Scientific Studies of Reading, 1, 26-52.
Yin, L.*, Anderson, R., & Zhu, J. (2007). Stages in Chinese children’s reading of English words, Journal of Educational Psychology,
99 (4), 852-866.
Book chapters
Yin, L.*, & Cheng, X. (Accepted, 2024.10.30). Teaching reading. In R. Boobalan, N. Shrivastava, N. Mahendran, & P. Ravichandran (Eds.),
International Encyclopedia of Language and Linguistics, 3rd Edition. Elsevier. Preprint. http://dx.doi.org/10.13140/RG.2.2.27705.79207
Dong, R., & Yin, L.* (2023). Visual-motor integration and writing development: A systematic review of empirical research in Chinese.
In Ye, Y., Inoue, T., Maurer, U., & McBride, C. (Eds.), Handbook of Spelling and Writing: Theory, Research, and Practice. Page 12. UK: Routledge
Yin, L. & Sun, Y. (2017). Chinese-speaking societies. In Kucirkova, N., Snow, C., Grover, V., & McBride, C. (Eds.), The Routledge
International Handbook of Early Literacy Education, 223-232.UK: Routledge
Yin, L. (2017). Development of writing skills in children. In Sybesma, R., Behr, W., Gu, Y., Handel, Z., Huang, C.-T., J.,& Mayers,
J. (Eds.), Encyclopedia of Chinese Language and Linguistics, 29-32. Koninklijke Brill NV, Leiden, The Netherlands.
Translated works
Storr, A. (2001). Freud. A Very Short Introduction. Oxford University Press.《弗洛伊德与精神分析》（2008），尹莉（译），
外语教学与研究出版社
International conference presentations
Chen, K., Yin. L., Zheng, K., & Dong, R. (2024). Cross-Linguistic and Developmental Insights into the Componential Model of Reading：
A Comparative Study. The 31st Annual Conference for the Society for the Scientific Study of Reading (SSSR), Copenhagen,
Denmark, July 10-13, 2024.
Cheng, X., Yin, L.*, Lin, C., Shi, Z, Zheng, H., Zhu, L., Liu, X., Chen, K., & Dong, R. (2024). Dialogic Reading with a Chatbot Promotes Chinese
Kindergarteners’ Story Comprehension and Word Learning. The 2024 American Educational Research Association (AERA) Annual Meeting. Philadelphia,
Pennsylvania, USA. April. 11-14, 2024
Zheng, K., Yin, L.*, Chen, K., & Dong, R. (2024). The development of academic and reading Mindset - meaning systems and their relationship with
native Chinese and EFL. The 8th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Jeju, South Korea,
Feb 29 - Mar 1, 2024
Xia, L., Wang, Y., & Yin, L.* (2024). The role of handwriting in Chinese reading and writing for Children with autism spectrum disorder. The 8th
Annual Conference of the Association for Reading and Writing in Asia (ARWA), Jeju, South Korea, Feb 29 - Mar 1, 2024
Chen, K., Yin, L.*, Joshi, R., M., Zheng, K., Dong, R., & Xia, L. (2024). Validating the componential model of reading in Mandarin Chinese:
A cross-sectional study in grades 1-6. The 8th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Jeju,
South Korea, Feb 29 - Mar 1, 2024
Sun, R., Yin, L., & Joshi, R. M. Role of counting skill in early reading and arithmetic: A comparison between Chinese kindergarteners
and primary schoolers. The 30th Annual Conference of the Society for the Scientific Study of Reading (SSSR), Port Douglas,
Queensland, Australia, July 19 – 22, 2023.
Sun, R., Yin, L., & Joshi, R. M. Verbal counting in Chinese kindergarteners: Associations with early reading and arithmetic abilities.
The 7th Annual Conference for the Association for Reading and Writing in Asia (ARWA), Held online from Hong Kong,
February 23-24, 2023.
Sun, R., Yin, L., Joshi, R., Gurevich, A., & Chen, C. Counting and rapid automatized naming: Relations to arithmetic and reading
fluency in Chinese children. Spoken paper to be presented on the Fourth Annual Conference of Association for Reading and
Writing in Asia, Beijing, China, Feb. 27-28, 2020
Gurevich, A.., Yin, L., McBride, C., & Zheng, K. Orthographic awareness and reading in Chinese among bilingual kindergarteners
learning Chinese a second language (CSL). Spoken paper to be presented on the Fourth Annual Conference of Association for
Reading and Writing in Asia, Beijing, China, Feb. 27-28, 2020
Zheng, K., Yin, L., Joshi, R., Sun, R., & Tan, T. Relations of compounding awareness and growth mindset to reading comprehension in
Chinese children. Spoken paper to be presented on the Fourth Annual Conference of Association for Reading and Writing in Asia,
Beijing, China, Feb. 27-28, 2020
Yin, L., Joshi, R. M., Li, D., & Kim, S-K. Graphotactic as well as phonological influences on decisions about consonant doubling among
non-native speakers of English. The Third annual Conference for the Association for Reading and Writing in Asia. Goa, India,
2019.2.28-3.1
Yin, L. & McBride, C. Sensitivity to symmetry in Chinese characters and early literacy: A longitudinal study. The 24th annual conference
for the Society for the Scientific Study of Reading (SSSR), Halifax, Nova Scotia, Canada, 2017. 07.12-15.
Yin, L., Joshi, R. M., & Yan, H. Knowledge about dyslexia among in-service early literacy teachers in China. The First Annual Conference
of the Association for Reading and Writing in Asia (ARWA). Hong Kong, China, 2017. 02. 24-25.
Yin, L. & McBride, C. Sensitivity to phonological representation of Chinese in the kindergarteners. The 22nd Annual Conference of the
Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.
Sun Y., Yin, L., & McBride, C. Chinese kindergarteners use orthographic knowledge in learning to write. The 22nd Annual Conference of
the Society for the Scientific Studies of Reading (SSSR), Hawaii, USA, 2015.07.15-18.
Yin, L. The teenage behavior and brain: Reflections on the low-age trend in the flow of Chinese students to the West.International Conference
on Humanities and Social Sciences, Globalization, and China. Beijing, China. 2014.5.15-17
Yin, L. & McBride-Chang, C., Chinese kindergarteners learn to read characters analytically. The 20th Annual Conference of the Society
for the Scientific Studies of Reading (SSSR), Hong Kong，2013.07.10-13
Yin, L. & Treiman, R., How Chinese children learn to write their names, The 19th Annual Conference of the Society for the Scientific
Studies of Reading (SSSR), Montreal, Canada, 2012.07.11-14.
Yin, L. & Treiman, R., Young Chinese children differentiate between drawing and writing, The 17th Annual Conference of the Society
for the Scientific Studies of Reading (SSSR), Berlin, Germany, 2010.07.12-15.
Yin, L., Chinese children follow similar developmental pattern in decoding English words: Evidence from Chinese 2nd,4th, and 6th graders.
International Conference of British Dyslexia Association, Harrogate, UK，2008.04.12-13.
Invited talks
Yin L. (2024). Research and Prospects on Artificial Intelligence Promoting Children's Language and Reading Development. China Graphics and
Image Society Elite Qingyun Online Forum (Issue 39), 2024.8.30, Online Live.
Yin L. (2024). Experience Empowerment and Mental Education: An Exploration of the Integration of Interpersonal Neurobiology Theory and
Traditional Chinese Wisdom. Xiangcheng Primary School, Xiang'an District, Xiamen, 2024.10.18, Xiamen, Fujian.
Yin L. (2023). Second Language Education Based on Social Interaction in the Intelligent Era: Theoretical Basis and Application Prospects.
Beishan Wendao Forum, School of Foreign Languages, Zhejiang Normal University, 2023.4.20, Zhejiang
Yin, L. (2023). Nature and Factors of Mind and Brain Development: Taking Reading as an Example. Zhangqiu District Futai Primary School.
2023.2.21, Jinan, Shandong, China.
Yin, L. (2020). How Much Do Teachers Know about Students’ Difficulties in Learning to Read? The 3rd Brain Science and Education Forum
of the Alliance of Metropolitan Academies of Education and Sciences in China. 2020.12. 16, Beijing.
Yin, L. (2020). Early Literacy Development in Chinese: Current Research and Reflection. Martin Centre for Applicable Linguistics Cloud Forum
of Shanghai Jiao Tong University. 2020.11.29, Shanghai.
Yin, L. (2019). Growth Mindset and Education Innovation: Let Every Child Grow. Anqing Education Innovation Workshops. 2019.3.29. Anhui, China.
Yin, L. (2018). Influence of Growth Mindset-Facilitating Environment on Early Literacy Development. Children’s Intellectual and Brain Development
Collaborative Research Meeting in China. 2018.4. 28, Beijing
Yin, L. (2018). Build a Growth Mindset Facilitating Ecology for Young Children’s Reading Development. Kindergarten Principals’ Seminar on Early
Reading Development, 2018.1. 10. Beijing
Yin, L. (2019). Growth Mindset and Education Innovation: Let Every Child Grow. Anqing Education Innovation Workshops. 2019.3.29. Anhui, China
Yin, L. (2015). Mindfulness Is within You, from Birth. Peking University National School of Development,Interdisciplinary Lectures on Humanity
and Society, 2015.6.13, Beijing
Yin, L. (2013). Delight in the Sun: Mindful Parenting. Capital Normal University Parent Class Lecture Series,2013.11.20, Beijing.
Yin, L. (2015). Development of Knowledge about Writing in Chinese Young Children, Chinese Academy of Sciences Institute of Psychology, Reading
and Visual Cognition Lab, 2015.8.11, Beijing
