top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

Our Lab's Publications

Book Chapters

​​

  1. Deacon, S. H., Tong, X., & Mimeau, C. (invited, 2016). Morphological and semantic processing in developmental dyslexia across languages: A theoretical and empirical review. In C. Perfetti, K. Pugh, & L. Verhoeven. Dyslexia across Languages and Writing Systems. Cambridge: Cambridge University Press.

  2. Tong, X., Lam, S., & McBride-Chang, C. (2015). Chinese literacy acquisition: A multidimensional puzzle. In W.S-Y.Wang & C. McBride-Chang (Eds.), The International Encyclopedia of the Social & Behavioral Science. Amsterdam: Elsevier Ltd.

  3. Deacon, S. H., & Tong, X., (2013). Unexpected poor comprehenders: Children with an often unrecognized and profoundly debilitating reading difficulty. In M. R. Maluf & C. Cardoso-Martins (Eds.), Como se aprende a ler e a escrever: Novas Perspectivas (How to learn to read and write: New perspectives). Porto Alegre: GRUPOA. 

  4. McBride-Chang, C., Tong, X., Cho, J-R., & Chow, Y. (2012). New directions for early literacy development in Chinese and Korean. In K. Uichol (Eds.), International and Cultural Psychology Series: Asia’s Educational Miracle: Psychological, Social and Cultural Perspectives. New York, NY: Springer. 

  5. Cheung, H., McBride-Chang, C., & Tong, X. (2011). Learning a non-alphabetic script and its impact on later development of English as an L2. In A. Durgunoglu & M. Gerber (Eds.), Language and Literacy Development of Language Learners. New York: Guilford.

  6. McBride-Chang, C., Chow, Y-Y., & Tong, X. (2010). Early literacy at home: General environmental factors and specific parent input. In D. Aram & O. Korat (Eds.), Literacy Development and Enhancement Across Orthographies and Cultures (pp. 97-127). New York: Springer. 

  7. Tong, X., Liu, D., & McBride-Chang, C. (2009). Metalinguistic and sub-character skills in Chinese literacy acquisition. In C. Wood & V. Connelly (Eds.), Contemporary Perspectives on Reading and Spelling (pp. 202-217). Routledge: London.

​

​

Peer-Reviewed Journal Articles

(* Corresponding Author; + HKU Graduate Student Author; ^HKU Undergraduate Student Author)

​

  1. +He, X., & Tong*, X. (in press). Statistical learning as a key to cracking Chinese orthographic codes. Scientific Studies of Reading. doi: 10.1080/10888438.2016.1243541

  2. Tong*, X., +He, X., & Deacon, H. (accepted September 27, 2016). Tone matters for Cantonese-English bilingual children’s English word reading development: A unified model of phonological transfer. Memory & Cognition.  

  3. +Choi, W., Tong*, X. [xiuli], Gu, F., Tong, X., & Wong, L. (in press). On the early neural perceptual integrality of tones and vowels. Journal of Neurolinguistics, 41, 11-23. doi:10.1016/j.jneuroling.2016.09.003

  4. Tong*, X., & McBride, C. (accepted May 11, 2016). Toward a graded lexical space mapping model: Sublexical and lexical representations in Chinese character reading development. Journal of Learning Disabilities.

  5. Tong, X., Tong*, X [xiuli]. & McBride, C. (Available online July 26, 2016). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology. 

  6. Tong*, X., Kwan, J. L-Y., ^Wong, D. W-M., ^Lee, S. M-K, & ^Yip, J. H-Y. (2016). Toward a dynamic interactive model of non-native Chinese character processing. Journal of Educational Psychology, 108(5), 680-693. 

  7. +Choi, W., Tong*, X., & Deacon, H. (2016). Double dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awareness. Journal of Research in Reading. doi: 10.1111/1467-9817.12077

  8. +Choi, W. T-M, Tong*, X., & Cain, K. (2016). Lexical prosody beyond L1 boundary: Chinese lexical tone sensitivity predicts English reading comprehension. Journal of Experimental Child Psychology, 148, 70-86. 

  9. Tong*, X., ^Lee, S. M-K., ^Lee, M. M-L., & Burnham, D. (2015). A tale of two features: Perception of Cantonese lexical tone and English lexical stress in Cantonese-English bilinguals. PLoS ONE, 10(11), e0142896. doi: 10.1371/journal.pone.0142896

  10. Tong*, X. [xiuli], Tong, X., & McBride-Chang, C. (2015). A tale of two writing systems: Double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children. Journal of Learning Disabilities, 48(2), 130-145. doi: 10.1177/0022219413492854

  11. Deacon, S. H., Tong, X., & Francis, K. (2015). The relationship of morphological awareness and morphological decoding to reading comprehension. Journal of Research in Reading, 00(00), 1-16. doi: 10.111/146-9817.120561

  12. Tong*, X. [xiuli], McBride, C., & Tong, X. (2014). Tune in to the tone: Lexical tone identification is associated with vocabulary and word recognition abilities in young Chinese children. Language and Speech, 58(4), 441-458. doi: 10.1177/0023830914562988

  13. Tong, X., McBride, C., Zhang, J., Chung, K. H., Lee, C-Y, Shuai, L., & Tong, X [xiuli]. (2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking children. Brain and Language, 138, 61-70.

  14. Tong*, X., McBride-Chang, C., & Burnham, D. (2014). Cues for lexical tone perception in children: Acoustic correlates and phonetic context effects. Journal of Speech, Language, and Hearing Research, 57(5), 1589-1605. doi: 10.1044/2014_JSLHR-S-13-0145

  15. Tong*, X., & ^Yip, J. H-Y. (2014). Cracking the Chinese character: Radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word reading. Reading and Writing: An Interdisciplinary Journal, 28(2), 159-181. doi: 10.1007/s11145-014-9519-y

  16. Tong*, X., & McBride, C. (2014). Chinese children’s statistical learning of orthographic regularities: Positional constraints and character structure. Scientific Studies of Reading, 18(4), 291-308. doi: 10.1080/10888438.2014.884098

  17. Tong*, X., Deacon, S.H., & Cain, K. (2014). Morphological and syntactic awareness in poor comprehenders: Another piece of the puzzle. Journal of Learning Disabilities, 47(1), 22-33. doi: 10.1177/0022219413509971

  18. Tong, X., Tong X.[xiuli], & McBride-Chang, C. (2013). Discourse-level reading comprehension in Chinese children: What is the role of syntactic awareness? Journal of Research in Reading, 37(S1), S48-S70. doi: 10.1111/1467-9817.12016

  19. Zhang, J., McBride-Chang, C., Tong, X., Wong, A., Shu, H., & Fong, Y.-C. (2012). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension. Reading and Writing: An Interdisciplinary Journal, 25(9), 2183-2203. doi: 10.1007/s11145-011-9353-4

  20. Tong*, X., Deacon, S. H., Kirby, J., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523-534. doi: 10.1037/a0023495

  21. Tong*, X., McBride-Chang, C., Wong, A. M-Y., Shu, H., Reistma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315-332. doi: 10.1111/j.1467-9817.2009.01426.x

  22. Tong*, X., Ting, K-T., & McBride-Chang. (2011). Shyness and Chinese and English vocabulary skills in Hong Kong Chinese kindergartners. Early Education & Development, 22(1), 29-52. 

  23. Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662-1676. 

  24. Tong*, X., & McBride-Chang, C. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing: An Interdisciplinary Journal, 23(3), 293-310. doi: 10.1007/s11145-009-9211-9

  25. Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M-Y. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426-452. 

  26. McBride-Chang, C., Tong, X., Shu, H., Wong, A. M-Y., Leung, K., & Tardif, T. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12(2), 171-194. 

​

Manuscripts Currently Under Peer Review

(* Corresponding Author)

​

  1. Chan, S. K., & Tong*, X. (2016). Impact of language dominance on phonetic transfer in Cantonese-English bilingual language switching. Manuscript submitted for publication. 

  2. Choi, W., Tong*, X., & Deacon, S. H. (2016). Contribution of Chinese lexical tone awareness to English vocabulary: Evidence from cross-language mediation models. Manuscript submitted for publication.

  3. Choi, W., Tong*, X., & Singh, L. (2016). Cross-language mediation model for the contribution of Chinese lexical tone awareness and English lexical stress sensitivity. Manuscript submitted for publication. 

  4. He, X., & Tong*, X. (2016). Quantity matters: Children with dyslexia are impaired in short-exposure but not long-exposure of implicit repeated sequence learning. Manuscript submitted for publication. (50% contribution)

  5. Ng, H. K-H., Tong*, X., & Deacon, S. H. (2016). The relation between executive function and both word reading and reading comprehension in Cantonese-English bilingual children. Manuscript submitted for publication. 

  6. Tong*, X., Choi, W., Law, K. S., & Cain, K. (2016). The role of morphological awareness in Chinese L1 and English L2 in Chinese-English biscriptal reading: Language constraints on transfer. Manuscript submitted for publication. 

  7. Tong, X., Tong*, X., & McBride, C. (2016). Radical Sensitivity is the key to understanding Chinese character acquisition in children. Manuscript submitted for publication.  

  8. Wong, W. Y. & Tong*, X. (2016). Understanding Chinese high-functioning autistic children: The simple “mind” of reading. Manuscript submitted for publication. 

​

​

Conference Papers

(* Corresponding Author)

 

  1. Choi, W., & Tong, X.* (2016). Pre-attentive perceptual integration of tones and vowels. Proceedings of Speech Prosody 2016, Boston, MA, 317-321. doi:10.21437/SpeechProsody.2016-65  

  2. Tong, X.*, & Tang, Y. C. (2016). Modulation of musical experience and prosodic complexity on lexical pitch learning. Proceedings of Speech Prosody 2016, Boston, MA, 217-221. doi:10.21437/SpeechProsody.2016-45 

  3. Tsui, R. K-Y., Tong, X.*, & Fung, L. S-C. (2016). The role of prosodic reading in English reading comprehension among Cantonese-English bilingual children. Proceedings of Speech Prosody 2016, Boston, MA, 582-586. doi:10.21437/SpeechProsody.2016-119

  4. Tong, X.*, McBride-Chang, C., Burnham, D. (2011). The psycholinguistic representation of lexical tones: The effect of phonetic context on tone processing in Cantonese-speaking children. Proceedings of the Psycholinguistic Representation of Tone Conference 2011, Hong Kong, 62-65.  

  5. Tong, X.* (2010). Toward a hierarchical representation model of lexical tones: Effects of acoustic, segmental and semantic characteristics on tone perception in Cantonese-speaking children. In M. Burgess, J. Davey, C. Don, & T. McMinn (Eds.), Proceedings of 20th International Congress on Acoustics, ICA 2010 (pp. 3739-3745). Sydney, Australia: Australian Acoustical Society. 

TOP

TOP

TOP

Book Chapters
Peer-Reviewed Journal Articles
Conference Papers
bottom of page