SSCI及中文核心期刊論文
Sun, R., Yin, L., & Joshi, R. M. (Accepted, 2025.1.6). Early markers of literacy and numeracy in Chinese children: The roles of counting
and rapid automatized naming. British Journal of Developmental Psychology. (in press)
Cheng, X., Yin, L., & Zhang, H. (Accepted, 2024.12.3). Morphological awareness and vocabulary knowledge in monolingual and bilingual
learners: A meta-Analysis. International Journal of Bilingualism. (in press)
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
羅美娜，尹莉，趙呈剛. 教師AI素養的國際研究現狀、熱點與趨勢：基于Web of Science數據庫的文獻計量分析. 《教育科學研究》，2024（9）：73-81
Cheng, X., Yin, L., Lin, C., Shi, Z., Zheng, H., Zhu, L., Liu, X., Chen, K., & Dong, R. (2024). Chatbot dialogic reading boosts comprehension
for Chinese kindergarteners with higher language skills. Journal of Experimental Child Psychology, accepted on 19 Dec 2023.
DOI: https://doi.org/10.1016/j.jecp.2023.105842
鄭坤, 尹莉, 陳柯燃, 董睿 (2024). 《思維模式對小學生閱讀理解能力的影響研究》，《教育生物學雜志》, 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).《以色列外來移民希伯來語教育的實踐和意義》，《語言戰略研究》,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.
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.
尹莉, Richard Anderson, 魏莉薇2013《類比策略對漢語兒童英語閱讀能力的影響》，《中國特殊教育》，第3期
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.
尹莉 2007 《全球化研究的曆史性突破》，《中國圖書評論》, 第5期
英文圖書章節
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.
譯著
Storr, A. (2001). Freud. A Very Short Introduction. Oxford University Press.《弗洛伊德與精神分析》（2008），尹莉（譯），外語教學與研究出版社
國際會議論文
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. 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).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.
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.
特邀報告
尹莉，人工智能促進兒童語言和閱讀發展的研究與展望。中國圖形圖像學會菁英青雲在線論壇（第39期），2024.8.30 線上直播
尹莉，經曆賦能與心智教育:人際神經生物學理論與中國傳統智慧的融合探索。廈門市翔安區翔城小學，2024.10.18，福建廈門
尹莉，智能時代基于社交互動的第二語言教育：理論基礎及應用前景。浙江師範大學外國語學院北山問道論壇，2023.4.20，浙江
尹莉，心智成長的規律和影響因素：以閱讀能力為例。山東濟南市章丘區福泰小學，2023.2.21
尹莉，學生閱讀學習困難：教師知多少？大城市教科院聯盟全國三次學術年會暨第三屆腦科學與教育論壇，2020.12.16
尹莉，漢語早期讀寫發展研究與思考。上海交通大學馬丁中心适用語言學雲端論壇，2020.11.29
尹莉，基于成長心理模式的早期發展生态對幼兒讀寫能力及腦智發展的影響。嬰幼兒腦智發育全國協同研究第一屆研讨會，2018.4.28，北京
尹莉，構建基于成長心理模式的幼兒閱讀發展生态。兒童早期閱讀幼兒園園長論壇，2018.1.10，北京
尹莉，成長型思維與教育創新：讓每一個孩子的能力增長。安慶創新思維教育成果研讨會，2019.3.29，安徽
尹莉，正念與生俱來，幸福在你心中。北京大學國家發展研究院人文與社會跨學科講座，2015.6.13，北京
尹莉，陽光下的清朗：正念與父母養育。首都師範大學大型父母課堂系列講座，2013.11.20. 北京
尹莉，漢語幼兒文字知識發展研究。中國科學院心理研究所閱讀與視覺認知實驗室，2015.8.11，北京
