Susanna S. S. Yeung

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We investigated the long-term effects of an information and communication technology (ICT) training programme for people with intellectual disabilities (ID). A community-based ICT training programme was designed to enhance the computer skills of people with ID and prepare them to make use of ICT in their daily life. Of the 100 who had participated in the(More)
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which(More)
We examined how individualistic versus collectivistic cultural backgrounds affected the psychological experience of social exclusion. We found that Turkish, Chinese and Indian participants (collectivistic background) differed in their experience of social exclusion from German participants (individualistic background): German participants experienced lower(More)
Using information technology (IT) in work and leisure has become an essential part of life. However, people with intellectual disabilities (ID) may have difficulties in learning the complex skills involved in IT. The aim of this study was to explore (1) level of competency in IT, (2) requirements to learn IT and (3) factors related to IT competency for(More)
Research has demonstrated that hope is linked to better psychological well-being; however, little research has been conducted to examine the mechanisms underlying the link between hope and psychological well-being. The current study examined whether two types of self-esteem (personal and relational) would mediate the relationship between four loci-of-hope(More)
BACKGROUND Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English(More)
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