Wing Wah Ki

743 total citations
24 papers, 473 citations indexed

About

Wing Wah Ki is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, Wing Wah Ki has authored 24 papers receiving a total of 473 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 10 papers in Education and 6 papers in Language and Linguistics. Recurrent topics in Wing Wah Ki's work include Reading and Literacy Development (8 papers), EFL/ESL Teaching and Learning (6 papers) and Multilingual Education and Policy (5 papers). Wing Wah Ki is often cited by papers focused on Reading and Literacy Development (8 papers), EFL/ESL Teaching and Learning (6 papers) and Multilingual Education and Policy (5 papers). Wing Wah Ki collaborates with scholars based in Hong Kong, Canada and Australia. Wing Wah Ki's co-authors include SK Tse, Mark Shiu Kee Shum, Ming Fai Pang, Amy Β. M. Tsui, Elizabeth Ka Yee Loh, Che Kan Leong, Po Yuk Ko, Ference Marton, Fang Gao and Xuanxi Li and has published in prestigious journals such as Educational Technology Research and Development, Journal of Computer Assisted Learning and Education and Information Technologies.

In The Last Decade

Wing Wah Ki

24 papers receiving 421 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Wing Wah Ki Hong Kong	13	231	209	118	110	99	24	473
Kirk P. H. Sullivan Sweden	12	272 1.2×	206 1.0×	124 1.1×	101 0.9×	45 0.5×	69	560
Robert Pritchard United States	11	261 1.1×	319 1.5×	197 1.7×	126 1.1×	87 0.9×	31	592
Constance Weaver United States	14	393 1.7×	389 1.9×	250 2.1×	212 1.9×	94 0.9×	40	747
Monik Favart France	10	321 1.4×	269 1.3×	42 0.4×	49 0.4×	57 0.6×	19	474
Elizabeth J. Pretorius South Africa	15	323 1.4×	392 1.9×	163 1.4×	179 1.6×	135 1.4×	43	687
Li‐Jen Kuo United States	12	286 1.2×	313 1.5×	92 0.8×	47 0.4×	32 0.3×	21	510
Patricia S. Koskinen United States	13	217 0.9×	364 1.7×	378 3.2×	88 0.8×	26 0.3×	23	707
Chao‐Jung Wu Taiwan	13	158 0.7×	109 0.5×	132 1.1×	113 1.0×	175 1.8×	28	494
Dana L. Grisham United States	14	463 2.0×	221 1.1×	108 0.9×	204 1.9×	25 0.3×	43	642
Marilyn L. Abbott Canada	10	153 0.7×	175 0.8×	152 1.3×	90 0.8×	29 0.3×	35	366

Countries citing papers authored by Wing Wah Ki

Since Specialization

Citations

This map shows the geographic impact of Wing Wah Ki's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Wing Wah Ki with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Wing Wah Ki more than expected).

Fields of papers citing papers by Wing Wah Ki

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Wing Wah Ki. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Wing Wah Ki. The network helps show where Wing Wah Ki may publish in the future.

Co-authorship network of co-authors of Wing Wah Ki

This figure shows the co-authorship network connecting the top 25 collaborators of Wing Wah Ki. A scholar is included among the top collaborators of Wing Wah Ki based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Wing Wah Ki. Wing Wah Ki is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Pang, Ming Fai & Wing Wah Ki. (2024). Sustaining learning study: perspectives of the curriculum leaders. International Journal for Lesson and Learning Studies. 13(2). 130–142. 1 indexed citations

Leong, Che Kan, SK Tse, Wing Wah Ki, & Elizabeth Ka Yee Loh. (2018). Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance. International Journal of Disability Development and Education. 66(5). 455–477. 4 indexed citations

Leong, Che Kan, et al.. (2018). Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language. Reading and Writing. 32(2). 439–466. 7 indexed citations

Shum, Mark Shiu Kee, Fang Gao, & Wing Wah Ki. (2015). School desegregation in Hong Kong: non-Chinese linguistic minority students' challenges to learning Chinese in mainstream schools. Asia Pacific Journal of Education. 36(4). 533–544. 28 indexed citations

Shum, Mark Shiu Kee, Wing Wah Ki, & Che Kan Leong. (2014). Cognitive and linguistic factors affecting alphasyllabary language users comprehending Chinese text. Reading in a Foreign Language. 26(1). 153–175. 12 indexed citations

Li, Xuanxi, et al.. (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology. 28(1). 43 indexed citations

Leong, Che Kan, et al.. (2012). Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary: A reaction time study. International Journal of Bilingualism. 16(4). 428–445. 4 indexed citations

Leong, Che Kan, SK Tse, Elizabeth Ka Yee Loh, & Wing Wah Ki. (2011). Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabaries. Reading Psychology. 32(3). 237–271. 32 indexed citations

Leong, Che Kan, Elizabeth Ka Yee Loh, Wing Wah Ki, & SK Tse. (2011). Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia. Annals of Dyslexia. 61(1). 136–160. 12 indexed citations

10.

Gao, Fang, Jae Park, Wing Wah Ki, & Linda Tsung. (2011). Teaching Chinese as a Second Language in China – The Cases of South Asians and Ethnic Koreans. The HKU Scholars Hub (University of Hong Kong). 4(3). 265–288. 14 indexed citations

11.

Li, Xuanxi, et al.. (2010). STUDENTS AND TEACHER'S ATTITUDES AND PERCEPTIONS TOWARD COLLABORATIVE WRITING WITH WIKI IN A PRIMARY FOUR CHINESE CLASSROOM. 11 indexed citations

12.

Tse, SK, Mark Shiu Kee Shum, Wing Wah Ki, & Yiu Man Chan. (2007). The Medium Dilemma for Hong Kong Secondary Schools. Language Policy. 6(1). 135–162. 19 indexed citations

13.

Tse, SK, Ference Marton, Wing Wah Ki, & Elizabeth Ka Yee Loh. (2006). An integrative perceptual approach for teaching Chinese characters. Instructional Science. 35(5). 375–406. 45 indexed citations

14.

Ki, Wing Wah, et al.. (2004). Designing learning objects that afford learners the experience of important variations in Chinese characters. Journal of Computer Assisted Learning. 20(2). 114–123. 11 indexed citations

15.

Ki, Wing Wah, et al.. (2003). The Introduction of a Computerised Network to Support Educational Change in Hong Kong. Education and Information Technologies. 8(2). 147–164. 3 indexed citations

16.

Ki, Wing Wah, et al.. (2001). Designing CALL for learning Chinese characters. Journal of Computer Assisted Learning. 17(1). 115–128. 29 indexed citations

17.

Tse, SK, et al.. (2001). The transition from English to mother-tongue Chinese as medium of instruction; issues and problems as seen by Hong Kong teachers. L1 Educational Studies in Language and Literature. 1(1). 9–36. 19 indexed citations

18.

Ki, Wing Wah, et al.. (2000). Experience in Designing Databases for Learning Chinese Characters. 13(4). 351–375. 4 indexed citations

19.

Tsui, Amy Β. M., et al.. (1999). Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong. Language Culture and Curriculum. 12(3). 196–214. 33 indexed citations

20.

Law, Nancy, et al.. (1998). Children's stroke sequence errors in writing Chinese characters. Reading and Writing. 10(3-5). 267–292. 39 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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