SSCI及中文核心期刊论文
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).《以色列外来移民希伯来语教育的实践和意义》，《语言战略研究》,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《类比策略对汉语儿童英语阅读能力的影响》，《中国特殊教育》，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 《全球化研究的历史性突破》，《中国图书评论》, 第5期
英文图书章节
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.
译著
Storr, A. (2001). Freud. A Very Short Introduction. Oxford University Press.《弗洛伊德与精神分析》（2008），尹莉
（译），外语教学与研究出版社
国际会议论文
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.
特邀报告
尹莉，学生阅读学习困难：教师知多少？大城市教科院联盟全国三次学术年会暨第三届脑科学与教育论坛，2020.12.16
尹莉，汉语早期读写发展研究与思考。上海交通大学马丁中心适用语言学云端论坛，2020.11.29
尹莉，基于成长心理模式的早期发展生态对幼儿读写能力及脑智发展的影响。婴幼儿脑智发育全国协同研究第一届研讨会，2018.4.28，北京
尹莉，构建基于成长心理模式的幼儿阅读发展生态。儿童早期阅读幼儿园园长论坛，2018.1.10，北京
尹莉，成长型思维与教育创新：让每一个孩子的能力增长。安庆创新思维教育成果研讨会，2019.3.29，安徽
尹莉，正念与生俱来，幸福在你心中。北京大学国家发展研究院人文与社会跨学科讲座，2015.6.13，北京
尹莉，阳光下的清朗：正念与父母养育。首都师范大学大型父母课堂系列讲座，2013.11.20. 北京
尹莉，汉语幼儿文字知识发展研究。中国科学院心理研究所阅读与视觉认知实验室，2015.8.11，北京
