Linlin Shang

@ru.nl

Donders Centre for Cognition
Donders Institute for Brain, Cognition and Behaviour

Linlin Shang


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https://researchid.co/shangll
1

Scopus Publications

39

Scholar Citations

3

Scholar h-index

2

Scholar i10-index

Scopus Publications

  • First and Second Language Reading Difficulty Among Chinese–English Bilingual Children: The Prevalence and Influences From Demographic Characteristics
    Yue Gao, Lifen Zheng, Xin Liu, Emily S. Nichols, Manli Zhang, et al.
    Frontiers in Psychology, 2019
    Learning to read a second language (L2) can pose a great challenge for children who have already been struggling to read in their first language (L1). Moreover, it is not clear whether, to what extent, and under what circumstances L1 reading difficulty increases the risk of L2 reading difficulty. This study investigated Chinese (L1) and English (L2) reading skills in a large representative sample of 1,824 Chinese–English bilingual children in Grades 4 and 5 from both urban and rural schools in Beijing. We examined the prevalence of reading difficulty in Chinese only (poor Chinese readers, PC), English only (poor English readers, PE), and both Chinese and English (poor bilingual readers, PB) and calculated the co-occurrence, that is, the chances of becoming a poor reader in English given that the child was already a poor reader in Chinese. We then conducted a multinomial logistic regression analysis and compared the prevalence of PC, PE, and PB between children in Grade 4 versus Grade 5, in urban versus rural areas, and in boys versus girls. Results showed that compared to girls, boys demonstrated significantly higher risk of PC, PE, and PB. Meanwhile, compared to the 5th graders, the 4th graders demonstrated significantly higher risk of PC and PB. In addition, children enrolled in the urban schools were more likely to become better second language readers, thus leading to a concerning rural–urban gap in the prevalence of L2 reading difficulty. Finally, among these Chinese–English bilingual children, regardless of sex and school location, poor reading skill in Chinese significantly increased the risk of also being a poor English reader, with a considerable and stable co-occurrence of approximately 36%. In sum, this study suggests that despite striking differences between alphabetic and logographic writing systems, L1 reading difficulty still significantly increases the risk of L2 reading difficulty. This indicates the shared meta-linguistic skills in reading different writing systems and the importance of understanding the universality and the interdependent relationship of reading between different writing systems. Furthermore, the male disadvantage (in both L1 and L2) and the urban–rural gap (in L2) found in the prevalence of reading difficulty calls for special attention to disadvantaged populations in educational practice.

RECENT SCHOLAR PUBLICATIONS

  • Unpacking similarity effects in visual memory search: categorical, semantic, and visual contributions
    L Shang, LC Yeh, Y Zhao, MV Peelen
    Journal of Memory and Language 146, 104712 , 2026
    2026
  • How we see what is new: The role of attention and object attributes in visual memory search
    L Shang
    Nijmegen: Radboud University , 2025
    2025
  • Category-based attention facilitates memory search
    L Shang, LC Yeh, Y Zhao, I Wiegand, MV Peelen
    eNeuro 11 (2) , 2024
    2024
    Citations: 5
  • The efficiency of memory search depends on categorical target-distractor similarity
    L Shang, Y Zhao, MV Peelen
    Perception 51 (Suppl. 1), 102-103 , 2022
    2022
  • The workload capacity of semantic search in convergent thinking.
    L Shang, DR Little, ME Webb, A Eidels, CT Yang
    Journal of Experimental Psychology: General 150 (11), 2230-2245 , 2021
    2021
    Citations: 11
  • First and second language reading difficulty among Chinese–English bilingual children: The prevalence and influences from demographic characteristics
    Y Gao, L Zheng, X Liu, ES Nichols, M Zhang, L Shang, G Ding, X Meng, ...
    Frontiers in Psychology 10, 2544 , 2019
    2019
    Citations: 23

MOST CITED SCHOLAR PUBLICATIONS

  • First and second language reading difficulty among Chinese–English bilingual children: The prevalence and influences from demographic characteristics
    Y Gao, L Zheng, X Liu, ES Nichols, M Zhang, L Shang, G Ding, X Meng, ...
    Frontiers in Psychology 10, 2544 , 2019
    2019
    Citations: 23
  • The workload capacity of semantic search in convergent thinking.
    L Shang, DR Little, ME Webb, A Eidels, CT Yang
    Journal of Experimental Psychology: General 150 (11), 2230-2245 , 2021
    2021
    Citations: 11
  • Category-based attention facilitates memory search
    L Shang, LC Yeh, Y Zhao, I Wiegand, MV Peelen
    eNeuro 11 (2) , 2024
    2024
    Citations: 5
  • Unpacking similarity effects in visual memory search: categorical, semantic, and visual contributions
    L Shang, LC Yeh, Y Zhao, MV Peelen
    Journal of Memory and Language 146, 104712 , 2026
    2026
  • How we see what is new: The role of attention and object attributes in visual memory search
    L Shang
    Nijmegen: Radboud University , 2025
    2025
  • The efficiency of memory search depends on categorical target-distractor similarity
    L Shang, Y Zhao, MV Peelen
    Perception 51 (Suppl. 1), 102-103 , 2022
    2022