重庆黔江人，现任北京师范大学文理学院心理系讲师、硕士研究生导师，在《Learning and Individual Differences》，《British Journal of Psychology》，《心理学报》等刊物发表学术文章10余篇。

 

教育背景

2020.09-2024.06    北京师范大学，教育与学校心理学，教育学博士

2017.09-2020.06    北京师范大学，教育与学校心理学，教育学硕士

2013.09-2017.06    北京师范大学，心理学，理学学士

 

工作经历

2024．09—至今     北京师范大学珠海校区，讲师

 

研究方向

研究方向主要为汉语儿童的语言与阅读发展，旨在探讨影响汉语儿童阅读能力发展的各类因素及其作用机制，并研究如何通过教学实践或家庭活动有效提升儿童的阅读能力。研究兴趣包括（但不限于）元语言意识、字词识别、流畅性与理解等认知因素；家庭阅读环境、学业情绪等非认知因素；以及阅读策略、高级心理理论等高阶技能的发展。

 

科研项目

1. 北京师范大学珠海校区引进人才科研启动项目；汉语儿童高阶阅读理解能力的发展特点及其影响因素；2024-2027；主持

2. 国家语委科研基金重点项目；智能时代青少年语言能力发展研究；2022-2025；参与

3. 国家社会科学基金重大项目；残疾人语言障碍与学习机制研究；参与

4. 教育部基础教育质量监测中心委托课题；义务教育阶段学生语文学习质量监测测试工具研制；2018-2022；参与

 

发表论文

1. Chen, H., Zhao, Y., Sun, P., Wu, X.^*, Wang, H., & Zhao, Y. (2024). Decoding and listening comprehension contribute to reading comprehension at different levels: Exploring the mediating roles of oral and silent reading fluency. Learning and Individual Differences. Accepted.

2. Chen, H., Zhao, Y., Wu, X.^*, Sun, P., Feng, J., Xie, R., & Wang, H. (2023). Effects of phonological awareness and morphological awareness on blind students' reading comprehension. British Journal of Psychology, 114(2), 415–429.

3. 陈红君, 赵英, 伍新春^*, 孙鹏, 谢瑞波, 冯杰. (2019). 小学儿童词汇知识与阅读理解的关系：交叉滞后研究. 心理学报, 51(8), 924–934.

4. Zhao, Y., Wu, X.^*, Sun, P., Chen, H., & Wang, H. (2025). Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study. Learning and Instruction, 95. 102020.

5. Wang, H., Zhao, Y., Chen, H., Wu, X.^*, Sun, P., & Zhao, Y. (2024). Uncovering the timing and target: The unique longitudinal contribution of theory of mind to reading comprehension across elementary school. Journal of Educational Psychology, 116(3), 346–362.

6. 赵英, 伍新春^*, 陈红君, 孙鹏, 王淏蘭. (2024). 语素意识与快速命名对汉语儿童阅读能力的影响：跨学段的中介效应分析. 心理学报, 56(1), 70–82.

7. Xie, R., Xia, Y., Wu, X.^*, Zhao, Y., Chen, H., Sun, P., & Feng, J. (2023). Role of compounding awareness in vocabulary knowledge among Chinese children with blindness and sightedness. Research in Developmental Disabilities, 136, 104469.

8. 王淏蘭, 陈红君, 伍新春^*, 赵英, 孙鹏. (2023). 阅读模式对汉语儿童阅读理解的影响：年龄和阅读流畅性的作用. 心理发展与教育, 39(3), 369–378.

9. Sun, P., Zhao, Y., Chen, H., & Wu, X.^* (2022). Contribution of linguistic skills to word reading in DHH students. Journal of Deaf Studies and Deaf Education, 27(3), 269–282.

10. Zhao, Y., Wu, X.^*, Sun, P., & Chen, H. (2021). Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 26(4), 546–555.

11. Zhao, Y., Wu, X.^*, Chen, H., Sun, P., Xie, R., & Feng, J. (2020). Exploring the potential impact of sentence-level comprehension and sentence-level fluency on deaf students’ passage comprehension. Journal of Speech, Language, and Hearing Research, 63(7), 2281–2292.

12. Feng, J., Liu, C., Li, Y., Sun, P., Xie, R., Zhao, Y., Chen, H., & Wu, X.^* (2020). How do blind people use semantic and phonological cues for spoken word recognition? An ERP study. The Journal of the Acoustical Society of America, 148(4), 2507–2508.

13. 赵英, 伍新春^*, 谢瑞波, 冯杰, 孙鹏, 陈红君. (2020). 视觉语言对听觉障碍人群阅读能力的影响及作用机制. 心理科学进展, 28(6), 969–977.

14. Zhao, Y., Sun, P., Xie, R., Chen, H., Feng, J., & Wu, X.^* (2019). The relative contributions of phonological awareness and vocabulary knowledge to deaf and hearing children’s reading fluency in Chinese. Research in Developmental Disabilities, 92, 103444.

15. Zhao, Y., Wu, X.^*, Sun, P., Xie, R., Feng, J., & Chen, H. (2019). The relationship between morphological awareness and reading comprehension among Chinese children: Evidence from multiple mediation models. Learning and Individual Differences, 72, 59–68.

16. Feng, J., Liu, C., Li, M., Chen, H., Sun, P., Xie, R., Zhao, Y., & Wu, X.^* (2019). Effect of blindness on mismatch responses to Mandarin lexical tones, consonants, and vowels. Hearing Research, 371, 87–97.

17. 赵英, 伍新春^*, 陈红君. (2019). 汉语儿童语素意识对阅读理解的影响：默读流畅性的中介效应. 心理发展与教育, 35(4), 430–438.

18. 张茜洋, 冷露, 陈红君, 方晓义^*, 舒曾, 蔺秀云. (2017). 家庭社会经济地位对流动儿童认知能力的影响：父母教养方式的中介作用. 心理发展与教育, 33(2), 153–162.