Our Lab’s Publications

Peer-Reviewed Journal Articles 

(*Corresponding Author; + HKU Graduate Student Author; ^HKU Undergraduate Student Author; ° Co-first author)

  1. James, E., Currie, N., Tong, S. X-L., & Cain, K. (accepted). The Relations between morphological awareness and reading comprehension in beginner readers through to young adolescents. Journal of Research in Reading.

  2. Lee, S. M-K. & *Tong, X. (2020). Spelling in developmental dyslexia in Chinese: Evidence of deficits in statistical learning and over-reliance on phonology. Cognitive Neuropsychology. DOI: 1080/02643294.2020.1765754

  3. Tong, X., Wang, Y., & *Tong, S.[xiuli] (2020). Neurocognitive correlates of statistical learning of orthography-semantic connections in Chinese adult learners.  Neuroscience Bulletin. DOi: 10.1007/s12264-020-00500-y

  4. Tong, X., Wang, Y., & *Tong, S.[xiuli] (2020). The neural signature of statistical learning of orthography. Frontiers in Human Neuroscience. 14(26).Doi: 10.3389/fnhum.2020.0002

  5. *Tong, X., + Zhang, P., & + He, X. (accepted Dec 25, 2019). Statistical learning of orthographic regularities in Chinese children with and without Dyslexia. Child Development.

  6. Tong, X., Shen, W., Li, Z., Xu, M., Pan, L., & *Tong, X. [xiuli] (2019). Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study. Quarterly Journal of Experimental Psychology, 1747021819887956. 

  7. Tong*, X., Wong, R. W-Y. Kwan, J. Y-K., & Arciuli, J. (2019). Theory of mind as a mediator of reading comprehension differences between Chinese school-age children with autism and typically developing peers. Scientific Studies of Reading. Doi. 10.1080/10888438.2019.1666133.

  8. Tong, X., Leung, ^W. W-S., & Tong*, X.[xiuli] (accepted July 8, 2019). Visual statistical learning and orthographic awareness in Chinese Children with and without developmental dyslexia. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2019.103443

  9. Zhao, J., Chen, S., Tong, X., & Yi, L. (2019). Advantage in character recognition among Chinese preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-019-04202-x.

  10. Gu, F., Wong, L., Hu. A., Zhang, X., & Tong*, X. (2019). A lateral inhibition mechanism explains the dissociation between mismatch negativity and behavioral pitch discrimination. Brain Research.

  11. *+Choi, W., *Tong, X., & Samuel, A. (2019). Better than Native: Tone language experience enhances English lexical stress discrimination in Cantonese-English bilingual listeners. Cognition. 189, 188-192. doi: 10.1016/j.cognition.2019.04.004.

  12. +Deng, Q., Choi, W., & Tong*, X. (Accepted on February 22, 2019). Bidirectional cross-linguistic association of phonological skills and reading comprehension: Evidence from Hong Kong Chinese-English bilingual readers. Journal of Learning Disabilities.

  13. Choi, W., Tong*, X., & Deacon, S. H. (Accepted on January 29, 2019). From Cantonese lexical tone awareness to L2 English vocabulary: Cross-Language mediation by segmental phonological awareness. Journal of Speech, Language, and Hearing Research.

  14. +Tsui, R. K.-Y., Tong*, X., & Chan, S.-K. (2019). Impact of language dominance on phonetic transfer in Cantonese-English bilingual language-switching. Applied Psycholinguistics, 40(1), 29-58. doi: 10.1017/S0142716418000449

  15. Hulme, C., Zhou, L., Tong, X., Lervag, A., & Burgoyne, K. (2019). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science, 22(1):e12745. doi: 10.1111/desc.12745

  16. +Choi, W., Tong*, X., Law, K. K.-S., & Cain, K. (2018). Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children. Reading and Writing: An Interdisciplinary Journal, 31(8), 1787-1820. doi: 10.1007/s11145-017-9770-0

  17. °Tong*, X., °Choi, W., & ^Man, Y. Y. (2018). Tone language experience modulates the effect of long-term musical training on musical pitch perception. Journal of the Acoustical Society of America, 144(2), 690-697. doi:10.1121/1.5049365

  18. Tong*, X., & McBride, C. (2018). Toward a graded psycholexical space mapping model: Sublexical and lexical representations in Chinese character reading development. Journal of Learning Disabilities, 51(5), 482-489. doi:10.177/0022219417718199

  19. Tong, X., Tong*, X. [xiuli], & ^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. doi: 10.1177/002221941771201

  20. +He, X., & Tong*, X. (2017). Quantity matters: Children with dyslexia are impaired in small, but not large number of exposures during implicit repeated sequence learning. American Journal of Speech-Language Pathology, 26(4), 1080-1091. doi: 10.1044/2017_AJSLP-15-0190

  21. +Choi, W., Tong*, X., & Singh, L. (2017). From lexical tone to lexical stress: A cross-language mediation model for Cantonese children learning English as a second language. Frontiers in Psychology, 8, 492-500. doi: 10.3389/fpsyg.2017.00492

  22. Tong*, X., & Deacon, S. H. (2017). Understanding poor comprehenders in different orthographies: Universal versus language-specific skills. Journal of Research in Reading, 40(2), 119-124. doi: 10.1111/1467-9817.12112

  23. Tong, X., Tong*, X. [xiuli], & McBride, C. (2017). Radical sensitivity is the key to understanding Chinese character acquisition in children. Reading and Writing: An Interdisciplinary Journal, 30(6), 1251-1265. doi:  10.1007/s11145-017-9722-8

  24. +Choi, W., Tong*, X. [xiuli], Gu, F., Tong, X., & Wong, L. (2017). On the early neural perceptual integrality of tones and vowels. Journal ofNeurolinguistics, 41, 11-23. doi: 10.1016/j.neuroling.2016.09.003

  25. +He, X., & Tong*, X. (2017). Statistical learning as a key to cracking Chinese orthographic codes. Scientific Studies of Reading, 21(1), 60-75. doi: 10.1080/10888438.2016.1243541

  26. Tong*, X., +He, X., & Deacon, H. (2017). Tone matters for Cantonese-English bilingual children’s English word reading development: A unified model of phonological transfer. Memory & Cognition, 45(2), 320-333. doi:10.3758/s13421-016-0657-0

  27. Tong, X., Tong*, X [xiuli], & 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. doi: 10.1016/j.cedpsych.2016.07.003

  28. +Choi, W., Tong*, X., & Deacon, H. (2017). Double dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awareness. Journal of Research in Reading, 40(2), 184-198. doi: 10.1111/1467-9817.12077

  29. Deacon, S. H., Tong, X., & Francis, K. (2017). The relationship of morphological awareness and morphological decoding to reading comprehension. Journal of Research in Reading, 40(1), 1-16. doi: 10.111/146-9817.120561

  30. 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. doi: 10.1037/edu0000083

  31. +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. doi: 10.1016/j.jecp.2016.04.002

  32. 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

  33. 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

  34. Tong*, X. [xiuli], 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. doi: 10.1177/0023830914562988

  35. Tong*, X., & ^Yip, J. H.-Y. (2015). 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

  36. 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. doi:10.1016/j.bandl.2014.09.004

  37. 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

  38. 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

  39. 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

  40. Tong, X., Tong X.[xiuli], & Shu, H., Chan, S. F., & 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. doi: 10.1111/1467-9817.12016

  41. 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

  42. 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

  43. 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

  44. 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.

  45. Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662-1676. doi: 10.1037/a0020611

  46. 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

  47. 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. doi: 10.1080/10888430903162910

  48. 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. doi: 10.1080/10888430801917290

  49. Tong, X., Mo, L., & Chen, Z. (2007). An eye-tracking study on the roles of object similarity in spatial-acted relationship mapping. Chinese Journal of Psychological Science, 30(1), 10-18. (In Chinese)

  50. Tong, X., Mo, L., & Chen, Z. (2006). A review of new research on children’s cognitive development and learning. Chinese Journal of Psychological Science, 29(3), 735-739.(In Chinese)

  51. Tong, X., Mo, L., & Chen, Z. (2005). The effects of relational matches of entities and FORS on the access of story analogs. Chinese Journal of Acta Psychologica Sinica, 37(4), 458-468. (In Chinese)

  52. Tong, X., Mo, L., & Chen, Z. (2005). Research on development of children’s scientific thinking. Chinese Journal of Psychological Science, 28(4), 933-936. (In Chinese)

  53. Liu, Z., Mo, L., & Tong, X. (2005). Heuristic factors in choosing positive diagnostic and negative diagnostic test. Chinese Journal of Acta Psychologica Sinica, 37(3), 328-334. (In Chinese)

  54. Tong, X., Mo, L., & Chen, Z. (2004). The effects of surface and structural features on access to story analogs. Chinese Journal of Advances in Psychological Science, 12(6), 851-859. (In Chinese)

Conference Papers

(* Corresponding Author)

  1. Tong, X.*, Tsui, R. K.-Y., & Kan, A. K.-K. (2018). Prosodic reading and reading comprehension in Chinese and English among Cantonese-English Bilingual Children: A longitudinal study. Proceedings of Speech Prosody 2018, Poznań, Poland: Adam Mickiewicz University.

  2. Tsui, R. K.-Y., & Tong, X.* (2018). An acoustic study on the effect of the interaction between intonation and lexical tones on the realization of Cantonese sentence-final particles. Proceedings of Speech Prosody 2018. Poznań, Poland: Adam Mickiewicz University. doi: 10.21437/SpeechProsody.2018-9

  3. 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

  4. 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

  5. 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

  6. 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.

  7. 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 AcousticsICA 2010 (pp. 3739-3745). Sydney, Australia: Australian Acoustical Society.

 

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 (Eds.), 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.

  8. Mo, L., Chen, Z., Wang, R., Chen, H., & Tong, X. (2006). A microgenetic training on young children’s scientific creativity. Guang Zhou: Ji Nan University Press (in Chinese).

 

 

Recent Selected Presentation at Refereed Conferences

  1. Tong*, X., Wong, R., & Arciuli, J. (2019, July). The roles of theory of mind, vocabulary and prosody in word reading and reading comprehension in children with and without autism spectrum disorder. Paper presented at the 26th Annual Conference for the Society for the Scientific Study of Reading (SSSR), Toronto, Canada.

  2. Deng, Q. & Tong*, X., (2019, July). Understanding Chinese sign language comprehension and text reading comprehension in Chinese children with hearing impairment: The roles of vocabulary, prosody, working memory and executive function. Paper presented at the 26th Annual Conference for the Society for the Scientific Study of Reading (SSSR), Toronto, Canada.

  3. Tong, X., Deacon, H., & Tong*, X. (2019, July). Within- and cross-language contributions of syntactic awareness to Chinese and English reading comprehension in Hong Kong Chinese-English bilingual children. Paper presented at the 26th Annual Conference for the Society for the Scientific Study of Reading (SSSR), Toronto, Canada.

  4. Tong*, X., Wong, R. & Arciuli, J. (2019, February). The roles of vocabulary and prosody in word reading and reading comprehension in children with and without autism spectrum disorders. Poster session presented at The Third Annual Conference for the Association for Reading and Writing in Asia (ARWA2019), Goa, India: Birla Institute of Technology and Science, Pilani.

  5. Tong*, X. & Chan. Y. (2018, Nov). Musical experience enhances both pitch perception and non-native tonal word learning in children and adults. Poster session presented at The Forty-Third Annual Boston University Conference on Language Development (BUCLD 43), Boston, United States: Boston University

  6. Tsui, R. K-Y., & Tong, X., (2018, October). Production of Cantonese sentence-final particles: the complementary distribution of final rising and global raising in Cantonese intonation. Paper presented at the 17th International Conference on the Processing of East Asian Languages (ICPEAL), National Taiwan University, Taipei, Taiwan.

  7. Tsui, R. K-Y., Tong, X., & Mazuka, R., (2018, October). Native Cantonese-learning infants’ discrimination of lexical tones that are similar in pitch onset. Poster presented at the 1st Asia-Pacific Babylab Constellation (ABC) Conference, Nanyang Technological University, Singapore.

  8. Lee, S. M.-K. & Tong*, X. (2018, July). A multidimensional-bilevel approach on Chinese spelling analysis: Unveiling cognitive behavioural spelling patterns in Chinese children with and without dyslexia. Paper presented at the 25th Annual Conference for the Society for the Scientific Study of Reading (SSSR), Brighton, England.

  9. Tong, X., Tsui, R. K.-Y., & Kan, A. K.-K. (2018, June). Prosodic reading and reading comprehension in Chinese and English among Cantonese-English Bilingual Children: A longitudinal study. Poster session presented at the Proceedings of Speech Prosody 2018, Poznań, Poland: Adam Mickiewicz University.

  10. Tsui, R. K.-Y., & Tong, X. (2018, June). An acoustic study on the effect of the interaction between intonation and lexical tones on the realization of Cantonese sentence-final particles. Poster session presented at the Proceedings of Speech Prosody 2018, Poznań, Poland: Adam Mickiewicz University.

  11. Tong, X. (2018, February). Understanding Chinese hyperlexia: The roles of theory of mind, executive function, and pragmatic language comprehension. In M. Joshi (Chair), Dyslexia and Hyperlexia. Symposium conducted at the 2nd Conference of Association for Reading and Writing in Asia, Tsukuba, Japan.

  12. Tong, X., & He, X. (2017, July). Statistical learning account of Chinese orthographic learning in Chinese children with and without dyslexia. Paper presented at the Twenty-Fourth Annual Meeting of the Society for the Scientific Study of Reading, Halifax, Canada.

  13. Deng, Q., & Tong, X. (2017, July). Segmental and suprasegmental phonological skills in Chinese-English bilingual children with reading comprehension difficulties. Poster session presented at the Twenty-Forth Annual Meeting of the Society for the Scientific Study of Reading, Halifax, Canada.

  14. Tong, X., & Wong, W. (2017, June). Statistical learning and orthographic learning in Chinese children with dyslexia. Poster session presented at the International Conference on Interdisciplinary Advances in Statistical Learning 2017, Bilbao, Spain.

  15. Choi, T. M. W., & Tong, X. (2017, March). A cross-language mediation model for the contribution of Chinese lexical tone awareness to English vocabulary. Paper presented at the Association for Reading and Writing in Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

  16. Tsui, R. K-Y., Fung, L. S-C., & Tong, X. (2017, March). The role of prosody in reading comprehension among Cantonese-English bilingual children: A cross-language investigation. Poster session presented at the Association for Reading and Writing in Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

  17. Deng, Q., Tong, X., Deacon, H., Saint-Aubin, J., & Wang, S. (2017, March). Searching for meaning: Effects of positional typicality and functionality of radical in reading Chinese. Poster session presented at the Association for Reading and Writing in Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

  18. Tong, X. (2017, March). Understanding Chinese high-functioning autistic children: The simple “mind” of reading. Paper presented at the Association for Reading and Writing in Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

  19. Tong, X., Tong, X. [xiuli], & Fung, K. Y. (2017, March). Tone and auditory perception deficit in Chinses developmental dyslexia. Poster session presented at the Association for Reading and Writing in Asia Annual Conference 2017, The Education University of Hong Kong, Hong Kong.

  20. Choi, W., & Tong, X. (2016, December). Early neural perceptual integration of tones and vowels: A mismatch negativity study. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  21. Deng, Q., Tong, X., Deacon, H., Saint-Aubin, J., & Wang, S. (2016, December). Searching for meaning: Effects of positional specificity and functional regularity of semantic radicals in reading Chinese. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  22. He, X., & Tong, X. (2016, December). Quantity matters: Children with dyslexia are impaired in short-exposure but not long-exposure of implicit repeated sequence learning. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  23. Law, K. K-S., & Tong, X. (2016, December). Levels of phonological awareness in Chinese-English bilingual children’s word reading. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  24. Tong, X., & Tang, R. (2016, December). Modulation of musical expertise and linguistic expertise on pitch perception and non-native tone word learning. Paper presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  25. Tong, X., Tong, X. [xiuli], & McBride, C. (2016, December). Unpack the relations among sublexical and lexical morphological awareness, vocabulary knowledge and word reading in children knowledge. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  26. Tsui, R. K-Y., & Tong, X. (2016, December). A cross-language comparison of intonation patterns in Cantonese and English among Cantonese-English bilingual children. Poster session presented at the 16th International Conference on the Processing of East Asian Languages, South China Normal University, Guangzhou, China.

  27. Choi, W., Tong, X., & Cain, K. (2016, July). First language matters: Bilingual children’s sensitivity to Chinese tones predicts English reading comprehension. Paper presented at Monash Education Research Community 2016 Annual Conference, Monash University, Melbourne, Australia. 

  28. Tong, X. (2016, July). Lexical prosody beyond L1 boundary: Chinese lexical tone sensitivity predicts English reading comprehension via English stress. In X. Tong (Chair), Unravelling the myth of bilingual reading comprehension development: The role of prosody and executive functions. Symposium conducted at the Twenty-Third Annual Meeting of the Society for the Scientific Study of Reading, University of Porto, Portugal.

  29. Choi, W., & Tong, X.* (2016, May). Pre-attentive perceptual integration of tones and vowels. Poster session presented at Speech Prosody 2016, Boston University, Boston, MA, US.