Journal Publications
Publication in refereed journal
Tong, S. X., Duan, R., Shen, W., Yu, Y., & Tong, X. (2023). Multiple mechanisms regulate statistical learning of orthographic regularities in school-age children: Neurophysiological evidence. Developmental Cognitive Neuroscience, 59 Doi:10.1016/j.dcn.2022.101190. Yu, L., Yu, J. J., & Tong, X. (2023). Social–emotional skills correlate with reading ability among typically developing readers: A meta-analysis. Education Sciences, 13(2) Doi:10.3390/educsci13020220. Tong, X., Chiu, M. M., & Tong, S. X (2023). Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study. Contemporary Educational Psychology, 73 Doi:10.1016/j.cedpsych.2023.102153. Tong, X., & Tong, S. X. (2022). How vocabulary breadth and depth influence bilingual reading comprehension: Direct and indirect pathways. Learning and Individual Differences, 100 Doi:10.1016/j.lindif.2022.102227. Tong, X., Deng, Q., & Tong, S. X. (2022). Syntactic awareness matters: Uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children. Annals of Dyslexia, 72, 532-551 Doi:10.1007/s11881-022-00268-y. Yu, L., & Tong, X. (2021). Family socialization and loneliness correlate with third graders’ reading comprehension. Reading and Writing, 1-22. Yu, L., & Tong, X. (2021).. Reading and Writing An Interdisciplinary Journal, 20, 110-117 Tong, X., Kwan, J. L. Y., Tong, S. X., & Deacon, S. H. (2021). How Chinese–English bilingual fourth graders draw on syntactic awareness in reading comprehension: Within‐ and cross‐language effects. Reading Research Quarterly, -- Tong, X., Xu, M., Zhao, J., & Yu, L. (2021). The graded priming effect of semantic radical on Chinese character recognition. Frontiers in Psychology, 12, 119 Tong, X., Wang, Y., & Tong, X. (2020). The Neurocognitive Correlates of Statistical Learning of Orthography-Semantic Connections in Chinese Adult Learners. Neuroscience Bulletin, 0, 0-0 Tong, X., Shen, W., Li, Z., Xu, M., Pan, L., & Tong, S.X. (2020). Phonological, Not Semantic, Activation Dominates Chinese Character Recognition: Evidence from a Visual World Eye-Tracking Study. Quarterly Journal of Experimental Psychology, 73(4), 617-628 Tong, X., Wang, Y., & Tong, S. X. (2020). The neural signature of statistical learning of orthography. Frontiers in Human Neuroscience, 14, 26 Tong, X., Leung, W.W.S., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities, 92, 103443 Siu, T.-S. C., McBride, C., Tse, C.-S., Tong, X., & Maurer, U. (2018). Evaluating the effects of metalinguistic and working memory training on reading fluency in Chinese and English: A randomized controlled trial. Frontiers in Psychology, section Language Sciences, 9, 2510 Lo, C.M.J., Ye, Y.-y, Tong, X., McBride, C., Ho, S.H.C., & Waye, M.Y.M. (2018). Delayed Copying is Uniquely Related to Dictation in Bilingual Cantonese–English-speaking Children in Hong Kong. Writing Systems Research, 10 (1), 26-42 Shen, W., Li, Z., & Tong, X. (2018). Time Course of the Second Morpheme Processing During Spoken Disyllabic Compound Word Recognition in Chinese. Journal of Speech, Language, and Hearing Research, 61(11), 2796-2803 Shen, W.,Qu, Q.Q, Tong, X.H. (2018). Visual Attention Shift to Printed Words during Spoken Word Recognition in Chinese: The Role of Phonological Information. Memory & Cognition, 46,4, 642-654 Tan, Y., Tong, X., Chen, W., Weng, X., He, S., & Zhao, J. (2018). Vernier but not grating acuity contributes to an early stage of visual word processing. Neuroscience Bulletin, 34(3), 517-526 Tong, X., McBride, C., Shu, H., & Ho, C. S.-H. (2018). Reading comprehension difficulties in Chinese–English bilingual children. Dyslexia, 24(1), 59-83 Tong, X., Tong, X., & Yiu, F. K. (2018). Beyond auditory sensory processing deficits: Lexical tone perception deficits in Chinese children with developmental dyslexia. Journal of Learning Disabilities, 51(3), 293-301 Zhang, J., Meng, Y., Tong, X., Yuan, Z., Wu, C., & Leong, S. L. (2018). Exploring the neural correlates of lexical stress perception in English among Chinese-English bilingual children with autism spectrum disorder: An ERP study. Neuroscience Letters, 666, 158-164 Choi, W., Tong, X., Tong, X., & Gu, F. (2017). On the early neural perceptual integrality of tones and vowels. Journal of Neurolinguistics, 41, 11-23 Dulay, K. M., Tong, X., & McBride, C. (2017). The role of foreign domestic helpers in Hong Kong Chinese children's English and Chinese skills: A longitudinal study. Language Learning, 67(2), 321-347 Li, T., Wang, Y., Tong, X., & McBride, C. (2017). A developmental study of Chinese children’s word and character reading. Journal of Psycholinguistic Research, 46(1), 141-155 Tong, X., & McBride, C. (2017). A reciprocal relationship between syntactic awareness and reading comprehension. Learning and Individual Differences, 57, 33-44 Tong, X., & McBride, C. (2017). English word reading difficulties and orthographic processing weaknesses in Chinese-English bilingual adolescents with dyslexia. Topics in Language Disorders, 37(2), 170-181 Tong, X., McBride, C., Lo, J. C. M., & Shu, H. (2017). A three-year longitudinal study of reading and spelling difficulty in Chinese developmental dyslexia: The matter of morphological awareness. Dyslexia, 23(4), 372-386 Tong, X., Tong, X., & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing, 30(6), 1251-1265 Tong, X., Tong, X., & McBride, C. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167-178 Tong, X., & McBride, C. (2016). Reading comprehension mediates the relationship between syntactic awareness and writing composition in children: A longitudinal study. Journal of Psycholinguistic Research, 45(6), 1265-1285 Tong, X., Lo, J. C. M., McBride, C., Ho, C. S. H., Waye, M. M. Y., Chung, K. K. H., & Chow, B. W. Y. (2016). Coarse and Fine N1 Tuning for Print in Younger and Older Chinese Children: Orthography, Phonology, or Semantics Driven?. Neuropsychologia, 91, 109-119 Tong, X., Maurer, U; Chung, K., & McBride, C. (2016). Neural specialization for print in Chinese-English language learners. Journal of Neurolinguistics, 38, 42-55 Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond phonological and morphological processing: Pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of dyslexia, 65(2), 53-68 Kalindi, S., McBride, C., Chan, S., Chung, K., Lee, C-Y., & Tong, X. (2015). A Short Test of Word Recognition for English Language Learners. Child Studies in Asia-Pacific Contexts., 5(2), 95-105 Tong, X., Tong, X., & McBride-Chang, C. (2015). 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 Tong, X., Chung, K., & McBride, C. (2014). Two-Character Chinese Compound Word Processing In Chinese Children with and Without Dyslexia: ERP Evidence.. Developmental neuropsychology, 39(4), 285-301 Tong, X., McBride, C., Lee, C. Y., Zhang, J., Shuai, L., Maurer, U., & Chung, K. K. (2014). Segmental and Suprasegmental Features In Speech Perception in Cantonese‐Speaking Second Graders. Psychophysiology, 51(11), 1158-1168 Tong, X., McBride, C., Zhang, J., Chung, K. K., Lee, C. Y., Shuai, L., & Tong, X. (2014). Neural correlates of acoustic cues of English lexical stress in Cantonese-speaking children. Brain and language, 138, 61-70 Tong, X., Mo, J., Shu, H., Zhang, Y., Chan, S., & McBride-Chang, C. (2014). Understanding Chinese children's complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215-229 Tong, X., Tong, X., Shu, H., Chan, S., & McBride‐Chang, C. (2014). Discourse-level reading comprehension in Chinese children: What is the role of syntactic awareness?. Journal of Research in Reading, 37(S1), S48-S70 Chung, K.K.H, Tong, X., & McBride-Chang, C. (2012). Evidence for a Deficit in Orthographic Structure Processing In Chinese Character Recognition among Developmental Dyslexics: An Event-Related Potentials (ERP) Study.. Brain Research, 1472(7), 20-31 McBride-Chang. C., Chung, K.K.H, & Tong, X. (2011). Copying Skills In Relation To Word Reading and Writing in Chinese Children with and Without Dyslexia.. Journal of Experimental Child Psychology, 110(3), 422-433 32. Chung, K. K. H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The Processing Of Morphological Structure Information In Chinese Coordinative Compounds: An Event-Related Potential Study.. Brain Research, 1352, 157-166 Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic Versus Analytic Processing: Evidence For A Different Approach To Processing Of Chinese At The Word And Character Levels In Chinese Children.. Journal of Experimental Child Psychology, 107(4), 466-478 Yang, J., Wang, S., Tong, X., & Rayner, K. (2010). Semantic and Plausibility Effects on Preview Benefit During Eye Fixations in Chinese Reading. Reading and Writing, 25(5), 1031-1052 Wang, S., Tong, X., Yang, J., & Leng, Y. (2009). Semantic Codes Are Obtained Before Word Fixation In Chinese Sentence Reading: Evidence From Eye-Movements. Acta Psychologica Sinica, 41(3), 196-207 Publication in policy or professional journal
Tong, X., 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
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